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Three participants were purposively selected from 52 sophomores according to their technological pedagogical content knowledge scores. Each teacher worked on a geometry task while their choices across three dynamic geometry software tools were observed, focusing on reasons for selection and usage. Results indicate that TPACK strongly shapes purposes for using drag and measurement features. Participants used Geometry Expressions’ symbolic nature to generalize, describing it as easy during testing and exploration.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/prospective-mathematics-teachers-technology-usages-a-case-for-dynamic-geometry-software/588132/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/prospective-mathematics-teachers-technology-usages-a-case-for-dynamic-geometry-software/588132.png","ImageObject",300,407,{"name":92,"@type":93},"Aditya","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the study?","Question",{"text":112,"@type":113},"The study introduces dynamic geometry software to prospective mathematics teachers and investigates how they use it during a geometric task.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the participants selected?",{"text":117,"@type":113},"Three prospective mathematics teachers were purposively selected from 52 sophomores based on their technological pedagogical content knowledge (TPACK) scores.",{"name":119,"@type":110,"acceptedAnswer":120},"Which DGS features were found to be strongly influenced by TPACK?",{"text":121,"@type":113},"The results show that TPACK greatly influences the purposes of using drag and measurement features in dynamic geometry software.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588132,1792165715,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962085564549,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","PROSPECTIVE MATHEMATICS TEACHERS’ TECHNOLOGY USAGES: A CASE FOR DYNAMIC GEOMETRY SOFTWARE  \nBilal Özçakir  \nAbstract: The purpose of the study is to introduce dynamic geometry software to prospective mathematics teachers and investigate their usage processes of technology on a geometric task. The participants of the study were three prospective mathematics teachers purposefully selected from  \n52 sophomores by their technological pedagogical content knowledge scores. A geometry task was given to each participant and their progresses on three dynamic geometry software were observed regarding their reasons for selection and usage. According to results, it was raised that technological pedagogical content knowledge of prospective teachers have great influences on purposes of using drag and measurement features of dynamic geometry software. The participants reached appropriate generalization using Geometry Expressions with its symbolic nature thus they stated it as easy to use while testing constructions or exploring geometrical constructs.  \nKey words: Dynamic geometry; Teacher education; Mathematics education; Dynamic geometry modalities; TPACK  \n1. Introduction  \nSince education forms a basis for both imagination and life, it is apparently inevitable to use technology in education (Santosh, 2013) . In educational settings, since there may be different both technological and non-technological tools for demonstrating, teaching or learning a topic, needs for technological tools can emerge when someone knows them, chooses to use them and beliefs him or her capabilities to use them (Zbiek, Heid, Blume & Dick, 2007) . However, every people resist to new changes in the beginning, as in their nature (Zbiek et al., 2007) . Kaput (1992) stated this resistance as“major limitations of computer use in the coming decades are likely to be result of limited human imagination and constraints of old habits and social structures” (p.515) . Pea (1987) defined technological tools for education as cognitive tools (CT) . CT helps to go beyond of limitations of human mind (Pea, 1987) .  \nIn mathematics education, there are different learning tools and materials. Teachers can design both technical and conceptual learning activities by using these tools. Similarly, they can use the CT for procedural works, gaining intuition, discovering new patterns, exploring, proving and testing with their students (Zbiek et al., 2007). This construct of the CT is suitable for teaching geometry. Because, according to epistemological perspective of geometry education, geometry is considered as activities with at least two aspects; axiomatic nature of geometry without spatial experience and spatial foundations of geometry. (Laborde, Kynigos, & Strasser, 2006) . The main ideas of these aspects are concepts and logical relationships about space, procedures and relations, which are used within society. In geometry education, these two aspects intersect. Especially, in middle school level, students generally need spatial figures or diagrams to construct knowledge about geometrical concepts (Laborde, Kynigos, & Strasser, 2006) .  \n1. 1. Theoretical framework  \nOne of the CT categories for geometry education is dynamic geometry software (DGS) . DGS involve manipulation with geometric objects in both two-dimensional and three-dimensional geometry. A well-constructed figure, which is constructed by considering geometrical properties belong to one, in DGS is not just a static diagram; rather it is a variable and dynamic figure that can carry conceptual ideas (Leung, 2008) . DGS provides opportunities students to construct and interact with this  \ndynamically so they can examine many examples of the constructed object (Özçakır, 2013) . By this way, students have the opportunity to experiment with the tool, so that the dynamic geometry software serves as a laboratory for mathematics classroom (Tabach, 2011) . For example, GeoGebra, which is DGS, can create hot-links for mathematical","cbCain3urmuPw1Bm","https://ap.wps.com/l/cbCain3urmuPw1Bm","pdf",840941,15,"English","# Introduction\n## Theoretical framework\n## Dynamic geometry software (DGS) and its features\n## Dragging modalities in dynamic geometry environments","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"The study introduces dynamic geometry software to prospective mathematics teachers and investigates how they use it during a geometric task.\"},{\"question\":\"How were the participants selected?\",\"answer\":\"Three prospective mathematics teachers were purposively selected from 52 sophomores based on their technological pedagogical content knowledge (TPACK) scores.\"},{\"question\":\"Which DGS features were found to be strongly influenced by TPACK?\",\"answer\":\"The results show that TPACK greatly influences the purposes of using drag and measurement features in dynamic geometry software.\"}]","Prospective Mathematics Teachers’ Technology Usages - A Case for Dynamic Geometry Software | PDF",1792064593,38]