Effect of GeoGebra explorations combined with art-based practices on in-service teachers’ understanding of geometric transformations
Résumé
This study focuses on understanding how GeoGebra explorations combined with art-based practices influenced middle school teachers’ understanding of geometric transformations and their perceptions of teaching these topics. The study indicated that in some cases, this integration helped teachers’ acquisition of new knowledge and development of deeper conceptual knowledge while addressing misconceptions; in other cases, it helped the retention of knowledge by association with the activity; and in some cases, it facilitated the practical knowledge. Study results also indicated that integration of DGS with art led to a higher level of creative engagement that supported productive struggle and helped teachers appreciate and understand pedagogy differently.
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