Investigation of the mathematical depth levels and technological actions in the activities created by prospective teachers using geoGebra

This study aims to examine the mathematical depth levels and technological actions of prospective mathematics teachers' GeoGebra activities related to geometry topics and the relationships between these features. Fifty middle school mathematics prospective teachers participated in this study. In this mixed design study, prospective teachers' GeoGebra activities were examined in terms of mathematical depth and technological actions according to the theoretical framework developed by Trocki and Hollebrands (2018) in order to determine the quality of dynamic geometry activities. Both diagnostic and inferential statistical methods were used in the analysis of the data. The results showed that in most of the dynamic geometry activities in the lesson plans prepared by the prospective teachers, the instructions demanded low cognitive effort from the students. In other words, the mathematical depth levels of these activities were found to be low. In addition, when the technological actions in prospective teachers activities were examined, it was seen that the GeoGebra often included the actions of dragging, measuring and drawing. Inferential statistical results regarding the relationships between mathematical depth levels and technological action types of the developed activities revealed that the number of technological actions in the activities at the high mathematical depth level was higher than the number of technological actions in the activities at the low mathematical depth level.