The effectiveness of guided inquiry-based technology integration on pre-service mathematics teachers’ understanding of plane geometry
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Resumo
The study investigated the effects of a technology-integrated guided inquiry-based approach on pre-service mathematics teachers' conceptual understanding of geometry when compared to a guided inquiry approach and a traditional teacher-centered approach. A non-equivalent pretest-posttest control group quasi-experimental design was used. A three-stage sampling techniques was adopted. Two colleges were purposively selected and assigned to experimental and control groups through simple random sampling. A total of 116 pre-service primary mathematics teachers were assigned into three groups: experimental group1 (n = 48), experimental group2 (n = 38) and traditional group (n = 30). Pretest and posttest data were collected using a two-tiered test, and were analyzed with descriptive statistics, sample paired t-test and one-way ANOVA. Compared to the other two groups, pre-service mathematics teachers who received a technology-integrated guided inquiry-based approach showed a greater level of conceptual understanding. In accordance with the results, some recommendations were made for mathematics teacher educators.
Dados da obra
- Tipo
- Artigo
- Periódico
- Journal of Pedagogical Research, v. 6, n. 4, p. 84-100
- Editora
- Şahin Danişman
- Ano
- 2022 (2022-08)
- Idioma
- en
- Palavras-chave
- plane geometry technology integrated guided inquiry approach; guided inquiry based approach; 5E lesson plan; conceptual understanding; guided inquiry; technology integration; pre-service mathematics teachers; plane geometry; two-tier diagnostic test; teacher-centered instruction
- Temas
- Geometria
- DOI
- 10.33902/jpr.202215241
- ISSN
- 2602-3717
- Licença
- cc-by
- Acesso
- Download disponível
- Fontes
- DOAJ — Directory of Open Access Journals; OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
ESHETU, Dereje; ATNAFU, Mulugeta; WOLDEMICHAEL, Mulugeta. The effectiveness of guided inquiry-based technology integration on pre-service mathematics teachers’ understanding of plane geometry. Journal of Pedagogical Research, v. 6, n. 4, p. 84-100, 2022. DOI: https://doi.org/10.33902/jpr.202215241.
APA
Eshetu, D., Atnafu, M., & Woldemichael, M. (2022). The effectiveness of guided inquiry-based technology integration on pre-service mathematics teachers’ understanding of plane geometry. Journal of Pedagogical Research, 6(4), 84-100. https://doi.org/10.33902/jpr.202215241
BibTeX
@article{eshetu2022,
author = {Eshetu, Dereje and Atnafu, Mulugeta and Woldemichael, Mulugeta},
title = {The effectiveness of guided inquiry-based technology integration on pre-service mathematics teachers’ understanding of plane geometry},
year = {2022},
journal = {Journal of Pedagogical Research},
volume = {6},
number = {4},
pages = {84-100},
publisher = {Şahin Danişman},
doi = {10.33902/jpr.202215241},
language = {en}
}RIS
TY - JOUR AU - Eshetu, Dereje AU - Atnafu, Mulugeta AU - Woldemichael, Mulugeta TI - The effectiveness of guided inquiry-based technology integration on pre-service mathematics teachers’ understanding of plane geometry PY - 2022 JO - Journal of Pedagogical Research VL - 6 IS - 4 SP - 84 EP - 100 DO - 10.33902/jpr.202215241 LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
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