|dc.description.abstract||Traditionally, geometry at school starts on a formal level, largely ignoring prerequisite skills
needed for formal spatial reasoning. Ignoring that geometry conceptualisation has a sequential
and hierarchical nature, causes ineffective teaching and learning with a long lasting inhibiting
influence on spatial development and learning.
One of the current reform movements in mathematics education is the appropriate use of
dynamic computer technology in the teaching and learning of mathematics. Concerning
mathematics education, the lecturers may involve the introduction of both dynamic computer
technology and mathematics in meaningful contexts that will enable interplay between the two.
Pre-service mathematics teachers (PMTs) can be encouraged to become actively involved in
their learning and, therefore, less frustrated in their study orientation in mathematics. Therefore,
such learning environments may be essential to enhance the conceptual understanding of
To be able to reach their eventual learners, PMTs' own conceptual understanding of geometry
should be well developed. When PMTs have conceptual understanding of a mathematical
procedure, they will perceive this procedure as a mathematical model of a problem situation,
rather than just an algorithm.
This study aimed at investigating the effect of a technologically enhanced learning environment
on PMTs' understanding of geometry concepts and their study orientation in mathematics, as
prerequisite for deep conceptualisation.
A combined quantitative and qualitative research approach was used. The quantitative
investigation employed a pre-experimental one-group pre-test post-test design. A Mayberry-type
test was used to collect data with regard to PMTs' conceptualisation of geometry concepts,
while the Study Orientation in Mathematics (SOM) questionnaire was used to collect data with
regard their study orientation in mathematics. The qualitative investigation employed
phenomenological interviews to collect supplementary information about the participating PMTs'
experiences and assessment of the influence of the use of the dynamic software Geometer's Sketchpad (GSP) on their learning and conceptualisation of geometry concepts. During post-testing the participating group of PMTs achieved practically significantly higher
scores in the Mayberry-type test, as well as in all fields of the SOM questionnaire. Results seem
to indicate that PMTs gained significantly in the expected high levels of conceptualisation, as
well as high degrees of acquisition of those levels during the intervention programme. The main
conclusion of the study is that a technologically enhanced learning environment (such as GSP)
can be successfully utilised to significantly enhance PMTs' conceptualisation and study
orientation, as prerequisite for deep conceptualisation, in geometry.||