Abstract:
This study investigated the geometric cognitive growth of pre-service mathematics
teachers in terms of the Van Hiele levels in a technology-enriched environment, as
opposed to that of students in a learning environment without any technological
enhancements. In order to investigate this, a quasi-experimental non-equivalent
comparison group design was used. Similar course content was used for both the
control and experimental groups. The students worked through a series of geometry
activities and problems. The difference between the groups was that dynamic
geometry software was integrated into the teaching of the experimental group. The
Cognitive Development and Achievement in Secondary School Geometry (CDASSG) Van
Hiele geometry test was used to determine all the students’ level of geometric thinking
before and after the course. The study found that the use of dynamic geometry
software enhanced student teachers’ geometric visualisation, analysis and deduction,
but not their ability to informally justify their reasoning and to understand the formal
aspects of deduction.
