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The effect of inquiry based technology integration on conceptual and procedural geometry knowledge of preservice mathematics teachers

Artigo2023

Eshetu Wordofe Dereje ORCID

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Resumo

This study was intended to investigate the effect of a technology-integrated guided inquiry-based learning and guided inquiry approach on preservice mathematics teachers' plane geometry conceptual and procedural knowledge. For this purpose, a pretest-posttest quasi-experimental design group was employed. A total of 116 PSMTs participated in three intact groups: EG1 (n = 48) treated with TGIBL, EG2 (n = 38) with GIBL and CG (n = 30) in traditional approach. The data were collected using a two-tiered geometry test and a geometry procedural knowledge test, with reliability KR20 =.87 and ICC =.879, respectively. A one-way MANOVA and paired t-test were used to analyze the data. Findings indicated a statistically significant difference between the groups, and PSMTs taught with technology-integrated guided inquiry significantly achieved more geometry conceptual and procedural knowledge than other groups. Therefore, it is important that teacher educators consider a technology-integrated guided inquiry approach to improve PSMTs’ conceptual and procedural knowledge of geometry at the college of teacher education.

Dados da obra

Tipo
Artigo
Periódico
Journal of Pedagogical Sociology and Psychology
Ano
2023 (2023-11-18)
Idioma
en
Palavras-chave
inquiry-based learning; technology integration; pre-service mathematics teachers; plane geometry; conceptual knowledge; procedural knowledge; guided inquiry; geometry teaching; teacher professional development
Temas
Formação de Professores de Matemática, Geometria
DOI
10.33902/jpsp.202321592
ISSN
2687-3788
Licença
cc-by
Acesso
Download disponível
Fontes
OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
DEREJE, Eshetu Wordofe. The effect of inquiry based technology integration on conceptual and procedural geometry knowledge of preservice mathematics teachers. Journal of Pedagogical Sociology and Psychology, 2023. DOI: https://doi.org/10.33902/jpsp.202321592.

APA

Dereje, E. W. (2023). The effect of inquiry based technology integration on conceptual and procedural geometry knowledge of preservice mathematics teachers. Journal of Pedagogical Sociology and Psychology. https://doi.org/10.33902/jpsp.202321592

BibTeX
@article{dereje2023,
  author = {Dereje, Eshetu Wordofe},
  title = {The effect of inquiry based technology integration on conceptual and procedural geometry knowledge of preservice mathematics teachers},
  year = {2023},
  journal = {Journal of Pedagogical Sociology and Psychology},
  doi = {10.33902/jpsp.202321592},
  language = {en}
}
RIS
TY  - JOUR
AU  - Dereje, Eshetu Wordofe
TI  - The effect of inquiry based technology integration on conceptual and procedural geometry knowledge of preservice mathematics teachers
PY  - 2023
JO  - Journal of Pedagogical Sociology and Psychology
DO  - 10.33902/jpsp.202321592
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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