Examination of activities prepared by mathemetics teachers with support of dynamic geometry environments

The purpose of this study is to examine the activities prepared by mathematics teachers using dynamic geometry software in line with Troçki and Hollebrands' Dynamic Geometry Task Analysis Framework. In this study, the case study method, which is one of the qualitative research designs, was adopted. The study was conducted with 21 mathematics teachers working in Ağrı province. Teachers were asked to prepare activities using dynamic geometry software in line with the instructions given. Teachers were interviewed to obtain detailed data about the prepared activities. In line with the data obtained, the activities prepared by the teachers were analyzed separately according to their Mathematical Depth levels and Technological Action levels. The findings of the study showed that the mathematical depth levels of the designed tasks were generally at the medium level, and the number of activities with lower or higher levels of mathematical depth was limited, considering that the teachers had received previous education. In terms of the type of technological action targeted, it was found that nearly all participants designed activities that involved identifying certain relationships or patterns by exclusively utilizing the sliding/dragging feature of the software. In the activities designed by mathematics teachers, it is observed that tasks with a high level of mathematical depth often incorporate multiple types of technological actions; however, this does not constitute a necessary condition.