Universal Journal of Educational Research Vol. 5(4), pp. 620 - 630
DOI: 10.13189/ujer.2017.050411
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Reflection on the Analytic Geometry Courses: The GeoGebra Software and its Effect on Creative Thinking

Avni Yildiz 1, Serdal Baltaci 2,*, Betül Küçük Demir 3
1 Ereğli Faculty of Education, Bülent Ecevit University, Turkey
2 Faculty of Education, Ahi Evran University, Turkey
3 Bayburt Faculty of Education, Bayburt University, Turkey


Creativity has a significant role in individuals' lives. This research aims to examine the reflection of the learning process of analytic geometry concepts through GeoGebra software and its effect upon the development of preservice mathematics teachers' creative thinking skills. This effect is expected to make a significant contribution to the literature with the examination of creativity and its dimensions as well as the determination of GeoGebra's role. At this point, this study designed as a mixed method research. Vectors in R2 and R3 have been taught to the preservice mathematics teachers using the GeoGebra; moreover, at the beginning and at end of the implementation, the Torrance Creative Thinking Test (TCTT) has been conducted. The research group included a total of thirty preservice teachers. Research data has been collected through Torrance Creative Thinking Test Verbal A and Figural A forms, semi-structured interviews, worksheets and models created by the preservice teachers using the GeoGebra software. The qualitative and quantitative methods have been used for data analysis. Analyses have revealed that the use of the GeoGebra software has positive reflections on preservice teachers, and thus, a significant difference has been noted in favor of the post-test in all dimensions of creativity but one.

Analytic Geometry, Creativity, GeoGebra Dynamic Mathematics Software, Preservice Mathematics Teachers

Cite this paper
Avni Yildiz , Serdal Baltaci , Betül Küçük Demir . "Reflection on the Analytic Geometry Courses: The GeoGebra Software and its Effect on Creative Thinking." Universal Journal of Educational Research 5.4 (2017) 620 - 630. doi: 10.13189/ujer.2017.050411.