Examining the Effect of Computer-Assisted Geometry Activities on Problem Solving Achievements of Pre-service Mathematics Teachers
Keywords:Problem-solving, problem-solving achievement, computer-assisted geometry, geometry
This study aims to examine the effect of computer-assisted geometry activities developed to improve the problem-solving skills on problem-solving achievements of pre-service mathematics teachers. This study, in which the researcher teacher method was used, was carried out with 14 pre-service mathematics teachers studying at a state university in the 2020-2021 academic year. Through the Microsoft Teams program, 15 different activities designed for pre-service teachers have been implemented in an online learning environment during a semester. The data of the study were obtained from 10 geometry problems developed by the researchers and applied before and after the application and the field notes of the researcher. The results of the study showed that there was a positive and significant difference in the problem-solving achievement of the pre-service teachers after the application compared to the pre-application. Based on the results of the study, it is among the recommendations of the study that the educational results can be examined by working with students at different levels with the pre-test-post-test control and experimental groups for similar designs.