Mathematics teachers are expected to know mathematical definitions of the related concepts in their field. However, literature indicates that teachers who are expected to have a sound knowledge of their subject had difficulty with understanding and using concept definitions. Since teachers are the key actors in improving students’ understanding, it is important to support them with efficient learning materials so that they will be equipped with necessary knowledge and skills to overcome their difficulties with concept definitions. Expecting to fill the gap in this issue, this study was conducted as pilot study of the continuing doctoral thesis and qualitatively examined 2 prospective elementary mathematics teachers’ cognitive progress in constructing and evaluating quadrilateral definitions in the presence of dynamic geometry supported learning activities. The study used case study design as the research method and the main data came from one-to-one clinical interview sessions. The results indicated that engaging prospective teachers in dynamic geometry supported learning activities improved their skills to evaluate and construct quadrilateral definitions to a large extent.
|Keywords:||Prospective Elementary Mathematics Teachers, Concept Definitions, Definition Construction, Quadrilateral Definitions, Dynamic Geometry|
Research Assistant, Elementary Mathematics Education, Faculty of Education, Gazi University, Çankaya, Ankara, Turkey