Developing learning tasks of transformation geometry with Geogebra software and investigation of teacher's views about tasks

The aim of this study is to develop learning tasks of transformation geometry with GeoGebra software and investigation of teacher's views about learning tasks. In the study, one of the qualitative research methods, the case study method, was used. In the study, eight dynamic learning tasks on the subject of transformation geometry were developed by the researcher with GeoGebra software in accordance with the eighth-grade level of secondary school and achievements specified in the Ministry of National Education's mathematics curriculum (MoNE, 2018). From the literature studies on the subject, especially from the stages of development and review of the tasks; Tasks were developed and evaluated by considering Sinclair's (2003) five implications of the results of a case study for the design of pre-constructed dynamic geometry sketches and accompanying materials and McLain's (2016) framework tools recommended for evaluating dynamic mathematics environment tasks. The study carried out in three stages. In the first stage, the suitability of the tasks according to the McLain's framework and tools was examined by the researcher. In the second stage, teachers were asked to examine and evaluate the tasks according to McLain's tools. Finally, the field educators were asked to examine the tasks according to McLain's tools and express their opinions about tasks. When the data obtained during the development and evaluation process of the tasks are examined, there are small differences in the evaluations of the researcher, teachers and field educators, but as a common opinion, the tasks are designed properly and in accordance with their purpose. These results support that the designed tasks were developed in accordance with their purpose. As a result, it is thought that this study will contribute to mathematics learning and will be an applied example for teachers in the process of developing dynamic mathematics tasks. In addition, the tasks developed here can be further enriched with subsequent studies, or new tasks can be developed by following similar processes in other subjects of mathematics.