Technology integration into geometry teaching: A design based research with secondary school students

Taking advantage of the developing teaching technologies in geometry teaching increases the quality and depth of teaching. Among these technologies, dynamic geometry software (DGS) comes to the forefront of other teaching technologies. For this reason, suitable geometry problems are needed for the systematic use of DGS in geometry lessons. Geometry problems prepared according to the Realistic Mathematics Education (RME) approach can positively increase the effect of DGS in geometry lessons. For this reason, in the research, how DGS is integrated in the teaching process in supporting geometry teaching based on RME has been examined. For this purpose, the research was designed as a design-based research, one of the qualitative research methods. The research was carried out in an Anatolian high school located in the city center of Eskişehir. The research was carried out with 9th grade students as pilot and implementation, between 2017-2019. Research data were collected with course observation- video camera recordings, researcher journal, course design documents and tablet screen recordings. The collected data were analyzed in a holistic way by answering the research questions with the course design micro-cycles in the process and the classroom norms at the end of the process. The findings are presented in two themes, course design findings and classroom norms findings. As a result of the research, a lesson design model has emerged for the use of RME problems in the DGS environment in geometry lessons. In addition, six new norms that emerged in DGS environments were determined in the study and these norms were called techno-sociomathematical norms.