An examination of pre-service secondary mathematics teachers' designing technology-based tasks related to the concept of solids

The main purpose of this study is to examine process of high school mathematics teachers' designing technology-based tasks related to the concept of solids. The Dynamic Geometry Task Analysis (DGTA) framework developed by Trocki and Hollebrands (2018) was adopted as the conceptual framework of the study. Trocki and Hollebrands (2018) examined two main components in the DGTA framework: 1. Mathematical Depth, 2. Technological Action. In the DGTA framework, the mathematical depth was scored as 'no point' and between 0 and 5, while the type of technological action was scored as 'no points' and between A and F. The study was designed by using the case study method, which is one of the qualitative research paradigms. The participants of the study were eleven high school mathematics teachers, who work in public schools in Türkiye. The participants were selected by purposive sampling method and their use of at least one dynamic mathematics software was considered as a criteria. The participants were asked to design technology-based tasks related to the concept of the solids and to prepare at least two-hours lesson plans for teaching these tasks. Then, semi-structured interviews were conducted with each participant based on their planning. In the analysis of the plans, particularly, the mathematical depth the teachers aimed to reach by proposing their prompts and the type of technological action they planned to use in the tasks were examined in detail. Additionally, the mathematics teachers were also asked about their views about the use of digital technologies in mathematics education and their views on the use of technology in teaching the concept of solids. As a result of the research, it was found that the levels of mathematical depth they planned to reach stayed at low levels (specifically level 1 and level 2). It was also observed that the mathematics teacher aimed to reach different mathematical depths in the tasks for the same objectives in the teaching programs. In addition, it was seen that even though the mathematics teachers aimed to reach higher level mathematical depths, the questions/prompts they prepared leaded them to stay at the lowest levels of mathematical depth. In terms of technological actions they planned to use, it was observed that the teachers generally emphasized the use of sliders in the technology-based tasks. In addition, the mathematics teachers planned to use the tasks as a visual amplifier in some prompts or they planned to measure the objects with the use of technology. The mathematics teachers mostly preferred to design their tasks in GeoGebra. As a follow-up study, it is necessary to examine designing and practicing of mathematics teachers' technology-based tasks designed by using different digital technologies on the concept of solids.