An inquiry-based design research for teaching geometric transformations by developing mathematical practices in dynamic geometry environment

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dc.contributor.authorUygun, Tuğba
dc.date.accessioned2021-02-19T21:17:02Z
dc.date.available2021-02-19T21:17:02Z
dc.date.issued2020
dc.departmentALKÜ
dc.description.abstractThis study reports the classroom mathematical practices proposed in an instructional sequence grounding on the principles of inquiry-based learning (IBL) through the use of the dynamic geometry software (DGS) in learning to teach geometric transformations. A 5-week instructional sequence consisting of IBL activities that were guided by the hypothetical learning trajectory (HLT) was designed. The participant 23 preservice middle-school mathematics teachers (PMSMTs) used the geometer's sketchpad in the sequence. The qualitative data obtained from whole-class discussions, classroom artifacts, and teacher candidates' products were analyzed by the three-phase methodology of Rasmussen and Stephan based on the Toulmin argumentation model. The findings revealed that three mathematical practices emerged at the end of the 5-week instructional sequence: (1) an in-depth understanding of geometric transformations, (2) operational definitions of geometric transformations and the identification of the relationship among them, and (3) the properties and attributes of geometric transformations. The development of the PMSMTs' understanding of geometric transformations in the instructional sequence was explained by the systematic nature of classroom mathematical practices. Hence, it was concluded that the PMSMTs' knowledge and understanding of transformation geometry were enhanced through the instructional sequence based on the specific HLT.
dc.identifier.doi10.1007/s13394-020-00314-1
dc.identifier.endpage549en_US
dc.identifier.issn1033-2170
dc.identifier.issn2211-050X
dc.identifier.issue3en_US
dc.identifier.scopusqualityQ1
dc.identifier.startpage523en_US
dc.identifier.urihttps://doi.org/10.1007/s13394-020-00314-1
dc.identifier.urihttps://hdl.handle.net/20.500.12868/624
dc.identifier.volume32en_US
dc.identifier.wosWOS:000516503000001
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.institutionauthorUygun, Tuğba
dc.language.isoen
dc.publisherSpringer
dc.relation.ispartofMathematics Education Research Journal
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.subjectArgumentation
dc.subjectClassroom mathematical practices
dc.subjectDynamic geometry software
dc.subjectInquiry-based learning
dc.titleAn inquiry-based design research for teaching geometric transformations by developing mathematical practices in dynamic geometry environment
dc.typeArticle

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