How pre-service teachers perceive geometric reflection in a dynamic environment: Motion view and mapping View
Pre-service teachers' perception of geometric reflection
Abstract
Starting from the elementary school years, geometric reflection has potential for students to improve their understanding of plane geometry. Although it gives them opportunities to investigate the motion view of the transformed figures and mapping of all points in the plane onto itself, the instructional tasks and teaching practices generally focus on developing motion views and ignore the mapping view. The purpose of this study is to examine how PSTs understand the geometric reflection in terms of a motion view and mapping view by using a dynamic geometry software (DGS) (GeoGebra), and in what ways the GeoGebra support or limit pre-service teachers’ understanding of geometric reflection in terms of motion and mapping views. Four case studies were constructed from transcript audio records, and videos. The data were analyzed using motion and mapping views as inferred from related studies. The results indicated that PSTs’ views were limited to a motion view, and they could not show improvement in their understanding into a mapping view due to the use of GeoGebra and its tools (e.g., reflect about line, segment, dragging).
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