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Analysis of three open-ended questions shows all participants perceive positive effects on professional development, expect contributions to students’ academic achievement, and express willingness to use GeoGebra in their careers, with some noting conditional use.",{"@graph":14,"@context":77},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/pre-service-mathematics-teachers-views-about-geogebraand-its-use/588106/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/pre-service-mathematics-teachers-views-about-geogebraand-its-use/588106.png","ImageObject",300,407,{"name":42,"@type":43},"Aditya","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69,73],{"name":60,"@type":61,"acceptedAnswer":62},"What is the main purpose of the study?","Question",{"text":63,"@type":64},"The study determines pre-service mathematics teachers’ views about GeoGebra and how they intend to use it after exposure to GeoGebra activity designing processes.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was the research conducted?",{"text":68,"@type":64},"The research is a case study with 36 pre-service mathematics teachers, using three open-ended questions after a 14-week GeoGebra training period.",{"name":70,"@type":61,"acceptedAnswer":71},"What do the pre-service teachers think about GeoGebra’s impact?",{"text":72,"@type":64},"All participants report positive effects on their professional development and believe GeoGebra can contribute to students’ academic achievement.",{"name":74,"@type":61,"acceptedAnswer":75},"Do all participants plan to use GeoGebra in their future teaching?",{"text":76,"@type":64},"All participants stated they would like to use GeoGebra in their professional careers; 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This is a case study which was conducted with 36 PMTs. Three open-ended questions were used, after the completion of the 14-week process of GeoGebra training and designing of GeoGebra activities. The content analysis of the open-ended questions indicated that all of the PMTs think that GeoGebra has positive effects on their professional development. They also stressed that GeoGebra can contribute to students’ academic achievement. In addition all the PMTs stated that they would like to use GeoGebra in their professional career. However, while more than half of the teachers stated that their use of GeoGebra in their professional lives depends on some conditions and the rest of them stated that they would use GeoGebra and expressed their reasons for using it.  \nKey words: pre-service mathematics teachers, Computer assisted teaching, Geogebra, Mathematics education  \n1. Introduction  \nAs mathematics is a universal language which consists of figure, number and symbols that enable us to understand the world and to improve the environment we live in (Baykul, 2009), it is an important discipline that affects human life. In changing world, if it is taken into consideration that people who understand the mathematics and who are good at mathematics will be more successful in the future (National Council of Teachers of Mathematics [NCTM], 2000), the importance of mathematics education is understood better. Although it is an important field, it has been reported that students are not successful at mathematics sufficiently (PISA, 2015; TIMSS, 2016) . On the other hand there are studies that indicate usage of technology in mathematics lessons improves success of mathematics by making positive contribution for learning of students (Dikovic, 2009; Seloraji & Kwan-Eu, 2017) . In consideration of the opportunities that technology presented for learning, the use of technology is a necessity and beyond preference anymore (López, 2011; NCTM, 2000) and technology should be used as a learning instrument for improving learning opportunities of the students by including them in mathematics lessons (Van De Walle, Karp & Bay-Williams, 2012/2010) . In the light of this information, it is stated that information and communication technologies should be used for learning and teaching mathematics effectively in current elementary school mathematics curriculum in Turkey (Ministry of National Education, [MoNE], 2013) as well and the use of technology is encouraged, especially in geometry lessons. In fact, technology enriches mathematical learning and presentation of content with giving permission to be increased explorations and it enables students to solve problem, make reasoning and focus on mathematical ideas and examine them (Van De Walle et al., 2012/2010) . However, the integration of technology into class environment depends on teacher (NCTM, 2000), moreover, it is hard to achieve this integration for teacher (Cuban, Kilpatrick, & Peck, 2001) . By the reason of obstacles in educational environment and classroom management as the availability of computers and software, the restriction of curriculum and time, the lack of support of colleagues and school management, it is known that the integration of technology into mathematics lessons gets difficult (Hohenwarter, Hohenwarter, & Lavicza, 2008) . These causes that obstruct the integration of  \ntechnology have been classified in literature in two steps: First order (external) and second order (internal) factors (Ertmer, Addison, Lane, Ross, & Woods, 1999) . As the deficiencies of software and hardware apart from proficiency of teacher, the inadequateness of trainings that are provided for preservice teachers-teachers","cbCaibCBkyN4P7Ss","https://ap.wps.com/l/cbCaibCBkyN4P7Ss","pdf",416714,14,"English","# Introduction\n## Mathematics education and the role of technology\n## Technology integration barriers and factors\n## Computer-assisted teaching and dynamic geometry software\n## GeoGebra as a tool for pre-service teachers","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"The study determines pre-service mathematics teachers’ views about GeoGebra and how they intend to use it after exposure to GeoGebra activity designing processes.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"The research is a case study with 36 pre-service mathematics teachers, using three open-ended questions after a 14-week GeoGebra training period.\"},{\"question\":\"What do the pre-service teachers think about GeoGebra’s impact?\",\"answer\":\"All participants report positive effects on their professional development and believe GeoGebra can contribute to students’ academic achievement.\"},{\"question\":\"Do all participants plan to use GeoGebra in their future teaching?\",\"answer\":\"All participants stated they would like to use GeoGebra in their professional careers; more than half said their use depends on certain conditions, while the rest provided reasons for using it.\"}]","PRE-SERVICE MATHEMATICS TEACHERS’ VIEWS ABOUT GEOGEBRAAND ITS USE | PDF",1792064539,35]