Preservice mathematics teachers’ dispositions regarding using tasks in a computer-mediated learning environment

Abstract

The aim of this research is to examine preservice mathematics teachers’ dispositions toward drawing geometric patterns in tasks and find out their perspectives on using these tasks for their future students. Sixty preservice mathematics teachers who enrolled in a methods course for 14 weeks participated in the research. The responses to the written questionnaire were evaluated through document analysis. As a result, two perspectives — I as a learner position and I as a teacher position — were used to group the preservice teachers’ dispositions. Under the headings of the socio-psychological approach, cognitive conditions of sensorimotor skill acquisition, and epistemological approach, the perspective of a learner was investigated. The perspective of being a future teacher was examined under the vocational and pragmatic approaches. From learner and teacher perspectives, the participants support GeoGebra’s use in mathematics classes, even though they initially knew nothing about GeoGebra in the learning process. The participants mentioned that learning GeoGebra and the use of the application in the learning process, such as dragging, copying, easily rotating shapes, and getting their symmetries, contributed to learning geometry as well as developing positive feelings towards mathematics.