The Incorporation of GeoGebra as a Visualisation tool to teach Calculus in Teacher Education Institutions: The Zambian case
This proposed qualitative case study intends to investigate teacher educators’ (lecturers) use of the dynamic mathematics software, GeoGebra, to teach calculus in three teacher education institutions (TEIs) in Zambia. Visualisation, a key characteristic of GeoGebra, is increasingly gaining recognition of playing a critical role in mathematics teaching and learning especially in problem solving tasks. It is considered a powerful didactical tool for students to construct mental and physical representations that can enhance conceptual understanding of mathematics. GeoGebra is a visualisation tool that can be used for problem-oriented teaching and fosters mathematical experiments and discoveries.
This qualitative case study, underpinned by the interpretive paradigm, is being undertaken with a broader goal of designing GeoGebra applets and instructional materials on various mathematical topics. The study is located within the “Teaching and Learning Mathematics with GeoGebra (TLMG) project” – a project that involves mathematics teachers and lecturers in Zambia. The case in this study is the six mathematics lecturers’ use of GeoGebra applets to teach derivatives and integrals to pre – service mathematics teachers in TEIs. The unit of analysis therefore is the six lecturers’ use of GeoGebra as a visualisation tool to teach calculus to enhance conceptual understanding, their perceptions and experiences of using GeoGebra and the enabling and constraining factors of using GeoGebra to teach and learn mathematics.
The data of the study will be video recordings of observations and interviews of lecturers. The lecturers’ interactions with the applets will be analysed based on the first two strands of mathematics proficiency by Kilpatrick, Swafford and Findell, namely conceptual understanding and procedural fluency. The umbrella theoretical framework that underpins the study is Constructivism. The study will also draw on constructs of the Technology Acceptance Model (TAM), and the Technological Pedagogical Content Knowledge (TPACK) as enabling theoretical frameworks.
- How can GeoGebra be used as a visualisation tool to teach calculus to pre – service students in TEIs to enhance conceptual understanding?
- What are the perceptions and experiences of lecturers in using GeoGebra as a visualisation tool to teach calculus in TEIs in Zambia?
- What are the enabling and constraining factors of using GeoGebra in the teaching and learning of Mathematics?
Last Modified: Thu, 13 Feb 2020 10:12:09 SAST