The effect of dynamic geometry software on prospective teachers’ achievement about locus problems

Geometric locus problems are topics that students find difficult to understand. To solve these problems, students must obtain the ability to think abstractly. Nevertheless, in the courses carried out with pen and paper, these skills are not enough to understand the geometric locus problems. The lack of moving structures and monitoring in traditional environment requires the need for alternative learning environment. Dynamic geometry software constitutes different learning environments for teachers and students. This software has features such as dynamic free dragging, dynamic measurements, transformations, animation and locus (Gao, 1998). The aim of this study is to determine the effect of dynamic geometric software on prospective mathematics' teachers’ achievement on locus problems. For this aim, quasi experimental design was used. The study took place during the 2014–2015 spring semester at Bülent Ecevit University in Zonguldak city of Turkey. Of the 65 prospective teachers who participated in the study, 32 were in the control group. The remaining 33 prospective teachers were in the experimental group. Locus problems were solved in experimental group with dynamic software (Cabri and Geogebra). In the control group classes were conducted in traditional learning environment. A data collection tool has been developed which consists of 10 open-ended questions. This tool was applied before and after the implementation in both group. The findings showed that the dynamic geometry software has a positive effect on prospective teachers’ achievement on locus problems. © The Turkish Online Journal of Educational Technology