The use of mobile technology apps when teaching and learning geometry in Sri Lankan secondary schools
type: CreativeWork
description: In the last decade, there has been rapid development of digital technologies (DT), and their adoption in mathematics education has been widely discussed in the research literature. The Sri Lankan curriculum stipulates the use of digital technologies in learning, but the practice differs among most teachers. The purpose of this study was to explore different perspectives surrounding the use of mobile technology applications (apps) by pre-service mathematics teachers with a focus on the pedagogical approaches used when teaching geometry to year ten students in Sri Lanka. The interpretive paradigm was selected as the most appropriate philosophical basis and paradigm for underpinning the study. It enables the interpretation of the identification of any pattern, permits insights into the pre-service teachers’ beliefs and knowledge, and outlines the research setting (block-teaching) of GeoGebra being used for teaching and learning (social processes). Pre-service teachers’ knowledge about the use of GeoGebra for teaching and learning geometry was analysed with the technological pedagogical content knowledge (TPACK) framework. This study followed the mixed method approach. Two case studies were conducted in two teacher education institutes (TEIs) in Sri Lanka to examine pre-service teachers’ beliefs and knowledge of the use of apps in geometry after their block-teaching experience. Quantitative and qualitative methods were used for the data collection. Two case studies conducted with the survey questionnaire were followed by semi-structured focus group interviews with pre-service teachers and individual interviews with teacher educators. The purposive sample of 163 pre-service mathematics teachers and eight mathematics teacher educators from pre-service TEIs in Sri Lanka participated in the study. Findings have revealed that pre-service teachers not only need an understanding of geometry for GeoGebra, but their beliefs about DT and their geometry content knowledge have play…
abstract: In the last decade, there has been rapid development of digital technologies (DT), and their adoption in mathematics education has been widely discussed in the research literature. The Sri Lankan curriculum stipulates the use of digital technologies in learning, but the practice differs among most teachers. The purpose of this study was to explore different perspectives surrounding the use of mobile technology applications (apps) by pre-service mathematics teachers with a focus on the pedagogical approaches used when teaching geometry to year ten students in Sri Lanka. The interpretive paradigm was selected as the most appropriate philosophical basis and paradigm for underpinning the study. It enables the interpretation of the identification of any pattern, permits insights into the pre-service teachers’ beliefs and knowledge, and outlines the research setting (block-teaching) of GeoGebra being used for teaching and learning (social processes). Pre-service teachers’ knowledge about the use of GeoGebra for teaching and learning geometry was analysed with the technological pedagogical content knowledge (TPACK) framework. This study followed the mixed method approach. Two case studies were conducted in two teacher education institutes (TEIs) in Sri Lanka to examine pre-service teachers’ beliefs and knowledge of the use of apps in geometry after their block-teaching experience. Quantitative and qualitative methods were used for the data collection. Two case studies conducted with the survey questionnaire were followed by semi-structured focus group interviews with pre-service teachers and individual interviews with teacher educators. The purposive sample of 163 pre-service mathematics teachers and eight mathematics teacher educators from pre-service TEIs in Sri Lanka participated in the study. Findings have revealed that pre-service teachers not only need an understanding of geometry for GeoGebra, but their beliefs about DT and their geometry content knowledge have play…
author: Edirisinghe, Meegasdeniya Nelie Shiyama
keywords: Pre-service teachers, GeoGebra, Mobile Technology
license: https://researchcommons.waikato.ac.nz/bitstreams/8f4550a2-a02e-4500-9425-264357b91b69/download
date published: 2022
date modified: 2026-07-24T05:57:41Z
provider: University Waikato
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: The University of Waikato