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<p>This study examines micro-teaching experiences of two pre-service mathematics teachers (PMTs) as they teach the concept of a cylinder using GeoGebra, focusing on their potential learning during instruction. The study was conducted within a practicum course in the final year of a mathematics teacher education programme&#xa0;in Türkiye. The notions of professional instrumental genesis and didactic reference points are adopted as the theoretical framework of the study. Data sources included PMTs’ task planning, video recordings of their micro-teaching sessions, semi-structured individual interviews, group discussions, and their revised lesson plans. The analysis identified four key didactic reference points: 2D-3D screen coordination, use of sliders, GeoGebra’s dynamic affordances, and unwrapping representations. By identifying&#xa0;the&#xa0;didactic reference points that teachers initially lacked, these results contribute to both research and teacher education. They indicate the relevance of a theoretical tool tested in a new context, expand research knowledge on the difficulties mathematics teachers face when integrating technology, particularly GeoGebra, and shed light on the phenomena involved in the birth of instrumented practices.&#xa0;Furthermore, the study underscores the value of micro-teaching as an effective professional development approach for supporting PMTs in developing didactic reference points for technology-based mathematics instruction, particularly with GeoGebra.</p>

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Developing pre-service mathematics teachers’ didactic reference points for the use of dynamic technology through micro-teaching

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年9月30日

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  • Gülay Bozkurt,
  • Melike Yiğit Koyunkaya,
  • Mariam Haspekian

摘要

This study examines micro-teaching experiences of two pre-service mathematics teachers (PMTs) as they teach the concept of a cylinder using GeoGebra, focusing on their potential learning during instruction. The study was conducted within a practicum course in the final year of a mathematics teacher education programme in Türkiye. The notions of professional instrumental genesis and didactic reference points are adopted as the theoretical framework of the study. Data sources included PMTs’ task planning, video recordings of their micro-teaching sessions, semi-structured individual interviews, group discussions, and their revised lesson plans. The analysis identified four key didactic reference points: 2D-3D screen coordination, use of sliders, GeoGebra’s dynamic affordances, and unwrapping representations. By identifying the didactic reference points that teachers initially lacked, these results contribute to both research and teacher education. They indicate the relevance of a theoretical tool tested in a new context, expand research knowledge on the difficulties mathematics teachers face when integrating technology, particularly GeoGebra, and shed light on the phenomena involved in the birth of instrumented practices. Furthermore, the study underscores the value of micro-teaching as an effective professional development approach for supporting PMTs in developing didactic reference points for technology-based mathematics instruction, particularly with GeoGebra.