Research evidence showing the benefits of effective technology integration into mathematics classes cannot be underestimated (e.g. Bu et al., 2011; Kim & Reeves, 2007; Mussoi et al., 2011). Researchers found out that some of the benefits are to facilitate learning and enhance understanding (Bu et al., 2011; Mussoi et al., 2011) and provide immediate feedback via different forms of assessments (Kim & Reeves, 2007). Considering these benefits, one of the projects regarding the technology integration into classrooms is FATIH Project in Turkey. One of the aims of this project is to plan in-service training sessions for teachers about new technologies. GeoGebra has been taught to middle school mathematics teachers as a part of FATIH Project since 2015. It is a dynamic mathematics software whose aim is to help learners discover relationships between different mathematical concepts by providing multiple representations such as algebraic, geometric and graphical representations (MoNE, 2010). Even though Turkish Ministry of National Education has adopted a policy to inform mathematics teachers about such software, teachers' beliefs in this regard have not been researched yet (Akgul, 2013; Ayvacı et al., 2014). This is an important omission as teachers’ beliefs and goals are not separable from their classroom practices (e.g., Cross, 2009; Nespor, 1987; Stipek et al., 2001; Zakaria & Maat, 2012). Thus, teachers’ individual interpretations and beliefs are likely to be integral parts of their teaching practices with GeoGebra. The present study attempts to determine the different categories of teacher beliefs regarding the utilisation of GeoGebra and its adequateness and practicality in middle school classes using TPACK Framework. This framework helps researchers to get more information about how teachers utilise technology while teaching by providing evidence on teachers’ technological competencies (Koehler & Mishra, 2005). It is also important to note that while most of the studies done on GeoGebra has been focused on the dynamic nature of GeoGebra (e.g. Aydin & Monaghan, 2011; Karaarslan et al., 2013) and the effects of GeoGebra on students’ learning (e.g. Bulut & Bulut, 2011; Edwards & Jones, 2006; Icel, 2011), this study explored teachers’ perspectives by describing their goals regarding the mathematics software GeoGebra and their beliefs about the utilisation of this software. Furthermore, instructional strategies and methods while integrating GeoGebra used by those teachers were investigated; and teachers’ favourite topics to integrate GeoGebra are further examined. Thus, the research questions are:
1. What are the middle school mathematics teachers' goals and beliefs about the use of GeoGebra in the seventh grade middle school mathematics classes in Turkey?
1.1. For what purposes do they use GeoGebra?
1.2. What do they believe about the effectiveness of using GeoGebra?
2. How do middle school mathematics teachers use GeoGebra in the seventh grade middle school mathematics classes in Turkey?
2.1. In which topics do they use GeoGebra?
2.2. Which instructional strategies and methods do they utilise to integrate it?
Akgul, M. (2013). Fatih Projesi: Sorunlar, Riskler, Endişeler. BMO Dergisi, 2(1), 21-49. Aydin, H., & Monaghan, J. (2011). Bridging the divide-seeing mathematics in the world through dynamic geometry. Teaching Mathematics & Its Applications, 30(1), 1–9. Ayvacı, H., Bakırcı, H., & Başak, M. (2014). The Evaluation of Problems Emerging During the Implementation Process of Fatih Project by Administrators, Teachers and Students, YYÜ Journal of Education Faculty, 11(1), 20-46. Bu, L., Spector, M., & Hacıömeroğlu, E. S. (2011). Toward Model-Centered Mathematics Learning and Instruction Using GeoGebra: A Theoretical Framework for Learning Mathematics with Understanding. In Model Centred Learning (pp. 13–40). Bulut, A. (2012). Investigating Perceptions of Preservice Mathematics Teachers on their Technological Pedagogical Content Knowledge (TPACK) Regarding Geometry. (Unpublished Master’s Thesis). Middle East Technical University, Ankara, Turkey. Bulut, M., & Bulut, N. (2011). Pre-service teachers' usage of dynamic mathematics software. Turkish Online Journal of Educational Technology, 10(4), 294–299. Cross, D. I. (2009). Alignment, cohesions, and change: Examining mathematics teachers‟ belief structures and their influence on instructional practices. Journal of Mathematics Teacher Education, 12(5), 325–346. Edwards, J., & Jones, K. (2006). Linking geometry and algebra with GeoGebra. Mathematics Teaching, 194(1), 28-30. Icel, R. (2011). Bilgisayar destekli öğretimin matematik başarısına etkisi: GeoGebra örneği. (Doctoral Thesis). Selçuk University, Konya, Turkey. Karaarslan, E., Boz, B., & Yıldırım, K. (2013). Technology-based Approaches in Mathematics and Geometry Education. XVIII. Internet Conference in Turkey, 9–11. Kim, B., & Reeves, T. C. (2007). Reframing research on learning with technology: in search of the meaning of cognitive tools, Instructional Science, 35(3), 207–256. Koehler, M., & Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32(2), 131–152. Ministry of National Education. (2010). FATIH Project, Ankara: Milli Eğitim Bakanlığı, Turkey. Available from: http://fatihprojesi.meb.gov.tr/ Mussoi, E. M., Flores, M. L. P., Bulegon, A. M., & Tarouco, L. M. R. (2011). GeoGebra and eXe Learning: applicability in the teaching of Physics and Mathematics, Systemics, Cybernetics and Informatics, 9(2), 61–66. Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19(4), 317–328. Stipek, D., Givvin, K., Salmon, J., & MacGyvers, V. (2001). Teachers’ beliefs and practices related to mathematics instruction. Teaching and Teacher Education, 17(2), 213–226. Zakaria, E., & Maat, S. M. (2012). Mathematics Teachers’ Beliefs and Teaching Practices. Journal of Mathematics and Statistics, 8(2), 191–194.
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