Developing learning tasks with dynamic geometry software in mathematics education and determination of teachers' views about tasks

The aim of this study is to develop mathematical learning tasks by utilizing technology in the mathematics learning process and to examine the views of high school mathematics teachers on the developed learning tasks. In the study, one of the qualitative research methods, the case study method, was used. Eight high school mathematics teachers working in various high schools in İzmir and who have been previously trained in Geogebra software have participated in the study. The activities were designed on the topic of function graphics from the 9th grade mathematics subjects in accordance with the achievements in the curriculum of the high school mathematics course and presented to mathematics teachers through a workshop. The prepared tasks were created with Geogebra software, a Dynamic Geometry Software. Learning tasks were developed according to the classification of Smith and Stein (1998), and the suitability of the tasks to the McLain (2016) 's framework of the integration of technology into tasks was checked. Before the workshop, the teachers were asked to fill in the interview form, and they were asked to fill in the focus group interview form after the workshop and data were collected by video record transcripts during the workshop. In the analysis of the obtained data, content analysis method, one of the qualitative data analysis methods, was used. The developed Geogebra tasks were found to be beneficial and contributing to student learning in Mathematics lessons by the mathematics teachers who participated in the study. It is believed that the study will contribute to teaching process for the reasons of the combination of efficiency and technology in the study and the inclusion of teacher views.