Journal of Pedagogical Sociology and Psychology
The effect of inquiry based technology integration on conceptual and procedural geometry knowledge of preservice mathematics teachers
Eshetu Wordofe Dereje 1 *
More Detail
1 Department of Mathematics Education, Addis Ababa University, Ethiopia
* Corresponding Author
Open Access Full Text (PDF)
ARTICLE INFO

Journal of Pedagogical Sociology and Psychology, 2023 - Volume 5 Issue 4, pp. 12-27
https://doi.org/10.33902/jpsp.202321592

Article Type: Research Article

Published Online: 18 Nov 2023

Views: 387 | Downloads: 266

ABSTRACT
This study was intended to investigate the effect of a technology-integrated guided inquiry-based learning and guided inquiry approach on preservice mathematics teachers' plane geometry conceptual and procedural knowledge. For this purpose, a pretest-posttest quasi-experimental design group was employed. A total of 116 PSMTs participated in three intact groups: EG1 (n = 48) treated with TGIBL, EG2 (n = 38) with GIBL and CG (n = 30) in traditional approach. The data were collected using a two-tiered geometry test and a geometry procedural knowledge test, with reliability KR20 =.87 and ICC =.879, respectively. A one-way MANOVA and paired t-test were used to analyze the data. Findings indicated a statistically significant difference between the groups, and PSMTs taught with technology-integrated guided inquiry significantly achieved more geometry conceptual and procedural knowledge than other groups. Therefore, it is important that teacher educators consider a technology-integrated guided inquiry approach to improve PSMTs’ conceptual and procedural knowledge of geometry at the college of teacher education.
KEYWORDS
conceptual knowledge procedural knowledge guided inquiry technology geometry
In-text citation: (Dereje, 2023)
Reference: Dereje, E. W. (2023). The effect of inquiry based technology integration on conceptual and procedural geometry knowledge of preservice mathematics teachers. Journal of Pedagogical Sociology and Psychology, 5(4), 12-27. https://doi.org/10.33902/jpsp.202321592
In-text citation: (1), (2), (3), etc.
Reference: Dereje EW. The effect of inquiry based technology integration on conceptual and procedural geometry knowledge of preservice mathematics teachers. Journal of Pedagogical Sociology and Psychology. 2023;5(4), 12-27. https://doi.org/10.33902/jpsp.202321592
In-text citation: (1), (2), (3), etc.
Reference: Dereje EW. The effect of inquiry based technology integration on conceptual and procedural geometry knowledge of preservice mathematics teachers. Journal of Pedagogical Sociology and Psychology. 2023;5(4):12-27. https://doi.org/10.33902/jpsp.202321592
In-text citation: (Dereje, 2023)
Reference: Dereje, Eshetu Wordofe. "The effect of inquiry based technology integration on conceptual and procedural geometry knowledge of preservice mathematics teachers". Journal of Pedagogical Sociology and Psychology 2023 5 no. 4 (2023): 12-27. https://doi.org/10.33902/jpsp.202321592
In-text citation: (Dereje, 2023)
Reference: Dereje, E. W. (2023). The effect of inquiry based technology integration on conceptual and procedural geometry knowledge of preservice mathematics teachers. Journal of Pedagogical Sociology and Psychology, 5(4), pp. 12-27. https://doi.org/10.33902/jpsp.202321592
In-text citation: (Dereje, 2023)
Reference: Dereje, Eshetu Wordofe "The effect of inquiry based technology integration on conceptual and procedural geometry knowledge of preservice mathematics teachers". Journal of Pedagogical Sociology and Psychology, vol. 5, no. 4, 2023, pp. 12-27. https://doi.org/10.33902/jpsp.202321592
REFERENCES
  • Abed, A. Z., Sameer, S. A., Kasim, M. A., & Othman, A. T. (2019). Predicting effect implementing the jigsaw strategy on the academic achievement of students in mathematics classes. International Electronic Journal of Mathematics Education, 15(1), em0558. https://doi.org/10.29333/iejme/5940
  • Abiatal, L. K., & Howard, G. R. (2020). Constructivism-led assistive technology: An experiment at a Namibian special primary school. South African Journal of Childhood Education, 10(1), 1-12. https://doi.org/10.4102/sajce.v10i1.794
  • Adelabu, F. M., Makgato, M., & Ramaligela, M. S. (2019). The importance of dynamic geometry computer software on learners’ performance in geometry. Electronic Journal of E-Learning, 17(1), 52-63.
  • Arbain, N., & Shukor, N. A. (2015). The effects of GeoGebra on students’ achievement. Procedia-Social and Behavioral Sciences, 172, 208-214. https://doi.org/10.1016/j.sbspro.2015.01.356
  • Areaya, S. & Sidelil.A. (2012). Students’ difficulties and misconceptions in learning concepts of limit, continuity and derivative. Ethiopian Journal of Education, 32(2), 1-37.
  • Artigue, M., & Baptist, P. (2012). Inquiry in mathematics education: background resources for implementing inquiry in science and in mathematics at school (Fibonacci project). European Union.
  • Atnafu, M., Teshome, Z. & Kassa, M. (2015). Perception of civil eengineering extension students of Addis Ababa University Institute of Technology in the teaching of applied mathematics. Ethiopian Journal of Education and Science, 10(2), 51-78.
  • Bokosmaty, S., Mavilidi, M. F., & Paas, F. (2017). Making versus observing manipulations of geometric properties of triangles to learn geometry using dynamic geometry software. Computers & Education, 113, 313-326. https://doi.org/10.1016/j.compedu.2017.06.008
  • Boopathiraj, C., & Chellamani, K. (2013). Analysis of test items on difficulty level and discrimination index in the test for research in education. International Journal of Social Science & Interdisciplinary Research, 2(2), 189-193.
  • Bujang, M. A., & Baharum, N. (2017). A simplified guide to determination of sample size requirements for estimating the value of intraclass correlation coefficient: a review. Archives of Orofacial Science, 12(1), 1-11.
  • Caswell, C. J., & LaBrie, D. J. (2017). Inquiry based learning from the learner’s point of view: A teacher candidate’s success story. Journal of Humanistic Mathematics, 7(2), 161-186. https://doi.org/10.5642/jhummath.201702.08
  • Celikten, O., Ipekcioglu, S., Ertepinar, H., & Geban, O. (2012). The effect of the conceptual change oriented instruction through cooperative learning on 4th grade students' understanding of earth and sky concepts. Science education international, 23(1), 84-96.
  • Cesaria, A. N. N. A., & Herman, T. A. T. A. N. G. (2019). Learning obstacle in geometry. Journal of engineering science and technology, 14(3), 1271-1280.
  • Charles-Ogan, G. L. A. D. Y. S., & George, N. R. (2015). Investigating difficult concepts in senior secondary school mathematics curriculum as perceived by students. International Journal of Academic research and reflection, 3(6), 67-74.
  • Clements, D. H., & Sarama, J. (2011). Early childhood teacher education: The case of geometry. Journal of Mathematics Teacher Education, 14, 133-148. https://doi.org/10.1007/s10857-011-9173-0
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Erlbaum.
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. Routledge.
  • Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Pearson.
  • Dagnew, A., & Mekonnen, D. (2020). Effect of using guided inquiry teaching method in improving grade eight students’ concept of photosynthesis, primary school: Ethiopia. International Journal of Innovative Research in Education, 7(1), 1-15. https://doi.org/10.18844/ijire.v7i1.4655
  • Darkis, J. M. (2020). Views and challenges in teaching mathematics of elementary teachers in rural and urban school districts. Journal of Critical Reviews, 7(4), 107-112. https://doi.org/10.31838/jcr.07.04.19
  • Donevska-Todorova, A. (2015). Conceptual Understanding of Dot Product of Vectors in a Dynamic Geometry Environment. Electronic Journal of Mathematics & Technology, 9(3), 192-209.
  • Dorgu, T. E. (2016). Different teaching methods: A panacea for effective curriculum implementation in the classroom. International Journal of Secondary Education, 3(6), 77-87. https://doi.org/10.11648/j.ijsedu.s.2015030601.13
  • Eshetu, D., Atnafu, M., & Woldemichael, M. (2022). The effectiveness of guided inquiry-based technology integration on pre-service mathematics teachers' understanding of plane geometry. Journal of Pedagogical Research, 6(4), 84-100. https://doi.org/10.33902/JPR.202215241
  • Evitts, T. (2005). Investigating the mathematical connections that preservice teachers use and develop while solving problems from reform curricula [Unpublished doctoral dissertation]. The Pennsylvania State University, USA.
  • Fantu, M. (2014). Practice and challenges of practicum at Shambu College of Teacher Education [Unpublished doctoral dissertation]. Jimma University, Jimma.
  • Field, A. (2009). Discovering statistics using SPSS: Book plus code for E version of text. Sage.
  • Fraenkel, J. R. & Wallen, N. E. (2006). How to design and evaluate research in education. McGraw-Hill.
  • Francis, O. (2019). Measures of Students’ conceptual understanding and reasoning of upper basic school geometry using two-tier diagnostic tests in Benue State [Unpublished doctoral dissertation]. Obafemi Awolowo University, Nigeria.
  • Fujita, T., & Jones, K. (2006). Primary trainee teachers’ knowledge of parallelograms. Proceedings of the British society for Research into learning mathematics, 26(2), 25-30.
  • Fyfe, E. R., McNeil, N. M., & Borjas, S. (2015). Benefits of “concreteness fading” for children's mathematics understanding. Learning and Instruction, 35, 104-120. https://doi.org/10.1016/j.learninstruc.2014.10.004
  • Gardner, K. (2012). An online community of inquiry for reflective practice in an operative dentistry course. Journal of Dental Education, 76(5), 641-650. https://doi.org/10.1002/j.0022-0337.2012.76.5.tb05298.x
  • Gemechu, E., Kassa, M., & Atnafu, M. (2018). Matlab supported learning and students' conceptual understanding of functions of two variables: Experiences from Wolkite University. Bulgarian Journal of Science and Education Policy, 12(2), 314-344.
  • George, D. & Mallery, P. (2003). SPSS for Windows step by step: A simple guide and reference. Allyn & Bacon.
  • Gerard, L. F., Varma, K., Corliss, S. B., & Linn, M. C. (2011). Professional development for technology-enhanced inquiry science. Review of Educational Research, 81(3), 408-448. https://doi.org/10.3102/0034654311415121
  • Graham, M., Milanowski, A., & Miller, J. (2012). Measuring and promoting inter-rater agreement of teacher and principal performance ratings. Center for Educator Compensation and Reform.
  • Güven, B., & Kosa, T. (2008). The effect of dynamic geometry software on student mathematics teachers' spatial visualization skills. Turkish Online Journal of Educational Technology-TOJET, 7(4), 100-107.
  • Haapasalo, L. & Kadijevich, D. (2000). Two types of mathematical knowledge and their relation. Journal fürMathematik-Didaktik, 21(2), 139–157. https://doi.org/10.1007/BF03338914
  • Hiebert, J. & Carpenter, T. (1992). Learning and teaching with understanding. In D. Grouws (Ed.), Handbook of research on mathematics research and teaching (pp. 65–100). Macmillan.
  • Hiebert, J., & Lefevre, P. (1986). Conceptual and procedural knowledge in mathematics: An introductory analysis. In J. Hiebert (Ed.), Conceptual and procedural knowledge. The case of mathematics (pp. 1– 27). Erlbaum.
  • Hulme, K. (2013). The role of technology in the zone of proximal development and the use of van hiele levels as a tool of analysis in a grade 9 module using Geometer’s Sketchpad [Unpublished doctoral dissertation]. University of the Witwatersrand, Johannesburg.
  • Kandil, S. (2016). An investigation of the effect of inquiry-based instruction enriched with origami activities on the 7th grade students’ reflection symmetry achievement, attitudes towards geometry and self-efficacy in geometry (Publication no. 439139). [Master's thesis, Middle East Technical University]. Council of Higher Education Thesis Center.
  • Kandil, S., & Işıksal-Bostan, M. (2019). Effect of inquiry-based instruction enriched with origami activities on achievement, and self-efficacy in geometry. International Journal of Mathematical Education in Science and Technology, 50(4), 557-576. https://doi.org/10.1080/0020739X.2018.1527407
  • Kasa, M. W. (2015). Mathematics teacher education and teachers’ professional competence in Ethiopia [Unpublished doctoral dissertation]. Addis Ababa University, Addis Ababa, Ethiopia.
  • Kilpatrick, J., Swafford, J. & Findell, B. (Eds.). (2001). Adding it up: helping children learn mathematics. National Academy Press.
  • Kothari, C. R. (2004). Research methodology: Methods and techniques. New Age International.
  • Kotu, A., & Weldeyesus, K. M. (2022). Instructional use of Geometer’s Sketchpad and students’ geometry learning motivation and problem-solving ability. Eurasia Journal of Mathematics, Science and Technology Education, 18(12), em2201. https://doi.org/10.29333/ejmste/12710
  • Laursen, S. L., & Rasmussen, C. (2019). I on the prize: Inquiry approaches in undergraduate mathematics. International Journal of Research in Undergraduate Mathematics Education, 5, 129-146. https://doi.org/10.1007/s40753-019-00085-6
  • Lazonder, A. W., & Harmsen, R. (2016). Meta-analysis of inquiry-based learning: Effects of guidance. Review of educational research, 86(3), 681-718. https://doi.org/10.3102/0034654315627366
  • Leech, N. L., Barrett, K. C., & Morgan, G. A. (2014). IBM SPSS for intermediate statistics: Use and interpretation. Routledge. https://doi.org/10.4324/9780203122778
  • Lewis, D., & Estis, J. (2020). Improving mathematics content mastery and enhancing flexible problem solving through team-based inquiry learning. Teaching and Learning Inquiry, 8(2), 165-183. https://doi.org/10.20343/teachlearninqu.8.2.11
  • Liao, S. C., Hunt, E. A., & Chen, W. (2010). Comparison between inter-rater reliability and inter-rater agreement in performance assessment. Annals Academy of Medicine Singapore, 39(8), 613. https://doi.org/10.47102/annals-acadmedsg.V39N8p613
  • Luneta, K. (2015). Understanding students' misconceptions: an analysis of final Grade 12 examination questions in geometry. Pythagoras, 36(1), 1-11. https://doi.org/10.4102/pythagoras.v36i1.261
  • Magee, P. A., & Flessner, R. (2012). Collaborating to improve inquiry-based teaching in elementary science and mathematics methods courses. Science Education International, 23(4), 353.
  • Marchis, I. (2012). Preservice primary school teachers' elementary geometry knowledge. Acta Didactica Napocensia, 5(2), 33-40.
  • Mariquit, T., & Luna, C. (2017). Probing Students’ Conceptual Understanding, Mathematical Fluency, and Mathematics Anxiety through Cognitive-Demand Mathematical Tasks. International Journal of Science and Research (IJSR), 6(8), 988-991.
  • Meng, C. C., & Sam, L. C. (2013). Developing pre-service teachers' technological pedagogical content knowledge for teaching mathematics with the Geometer's Sketchpad through lesson study. Journal of Education and Learning, 2(1), 1-8. https://doi.org/10.5539/jel.v2n1p1
  • Ministry of Education [MoE]. (2017). Education Statistics Annual Abstract 2015/16. Author.
  • Ministry of Education [MoE] . (2020). Education statistics annual abstract September 2019–March 2020. Author.
  • Ministry of Education [MoE] . (2012a). Education Statistics Annual Abstract (2011–2012). Author.
  • Ministry of Education [MoE] . (2015). Education Sector Development Program IV (ESDP IV). Author.
  • Mostert, I., & Clark-Wilson, A. (2016). Teaching and learning mathematics with technology. Cambridge University Press.
  • Murni, V., & Jehadus, E. (2019). Learning circle through geogebra media oriented to understanding concepts. International Journal of Innovative Science and Research Technology, 4(5), 1-4.
  • National Council of Teachers of Mathematics (NCTM) (2000). Principles and standards for school mathematics. Author.
  • Ndlovu, M., & Mji, A. (2012). Pedagogical implications of students' misconceptions about deductive geometric proof. Acta Academica, 44(3), 175-205.
  • Ocal, M. F. (2017). The Effect of Geogebra on Students' Conceptual and Procedural Knowledge: The Case of Applications of Derivative. Higher Education Studies, 7(2), 67-78. https://doi.org/10.5539/hes.v7n2p67
  • Oldknow, A., Taylor, R., & Tetlow, L. (2010). Teaching mathematics using ICT. A&C Black.
  • Pallant, J. (2011). Survival manual: A step by step guide to data analysis using SPSS. Allen & Unwin.
  • Quinn, A. L. (1997). Using dynamic geometry software to teach graph theory: Isomorphic, bipartite, and planar graphs. The Mathematics Teacher, 90(4), 328-332. https://doi.org/10.5951/MT.90.4.0328
  • Rietveld, T., & van Hout, R. (2015). The t test and beyond: Recommendations for testing the central tendencies of two independent samples in research on speech, language and hearing pathology. Journal of communication disorders, 58, 158-168. https://doi.org/10.1016/j.jcomdis.2015.08.002
  • Rittle-Johnson, B., Schneider, M., & Star, J. R. (2015). Not a one-way street: Bidirectional relations between procedural and conceptual knowledge of mathematics. Educational Psychology Review, 27, 587-597. https://doi.org/10.1007/s10648-015-9302-x
  • Rittle-Johnson, B., Siegler, R. S., & Alibali, M. W. (2001). Developing conceptual understanding and procedural skill in mathematics: An iterative process. Journal of Educational Psychology, 93(2), 346-362. https://doi.org/10.1037/0022-0663.93.2.346
  • Saha, R. A., Ayub, A. F. M., & Tarmizi, R. A. (2010). The effects of GeoGebra on mathematics achievement: enlightening coordinate geometry learning. Procedia-Social and Behavioral Sciences, 8, 686-693. https://doi.org/10.1016/j.sbspro.2010.12.095
  • Salifu, A. S. (2020). Effect of GeoGebra on pre-service teachers' achievement and perception of circle theorems at E. P. College of Education, Bimbilla-Ghana. International Journal of Innovative Science and Research Technology, 5(8), 1202 – 1215. https://doi.org/10.38124/IJISRT20AUG404
  • Salifu, A. S., Yakubu, A. R., Ibrahim, F. I., & Amidu, B. (2020). Van Hiele’s geometric thinking levels and achievement differences of pre-service teachers’ and in-service teachers’ in Ghana. International Journal of Innovative Research and Advanced Studies, 7(1), 128-136.
  • Saunders-Stewart, K. S., Gyles, P. D., & Shore, B. M. (2012). Student outcomes in inquiry instruction: A literature-derived inventory. Journal of Advanced Academics, 23(1), 5-31. https://doi.org/10.1177/1932202X11429860
  • Sebsibe, A. S., & Feza, N. N. (2019). Assessment of students’ conceptual knowledge in limit of functions. International Electronic Journal of Mathematics Education, 15(2), em0574. https://doi.org/10.29333/iejme/6294
  • Siregar, R., & Siagian, M. D. (2019, October). Mathematical connection ability: Teacher’s perception and experience in learning. Journal of Physics: Conference Series, 1315(1), 012041. https://doi.org/10.1088/1742-6596/1315/1/012041
  • Siyepu, S. W., & Mtonjeni, T. (2014, July). Geometrical concepts in real-life context: A case of South African traffic road signs [Paper presentation]. 20th Annual National Congress of the Association for Mathematics Education of South Africa, Kimberley, Northern Cape.
  • Skemp, R. R. (1978). Relational understanding and instrumental understanding. Arithmetic Teacher, 26(3), 9–15. https://doi.org/10.5951/AT.26.3.0009
  • Star, J. R. (2005). Reconceptualizing procedural knowledge. Journal for Research in Mathematics Education, 36(5), 404–411.
  • Star, J. R., & Stylianides, G. J. (2013). Procedural and conceptual knowledge: Exploring the gap between knowledge type and knowledge quality. Canadian Journal of Science, Mathematics and Technology Education, 13, 169-181. https://doi.org/10.1080/14926156.2013.784828
  • Tabachnick, B. G., & Fidell, L. S. (2007). Experimental designs using ANOVA. Thomson/Brooks/Cole.
  • Tezer, M., & Cumhur, M. (2017). Mathematics through the 5E instructional model and mathematical modelling: The geometrical objects. Eurasia Journal of Mathematics, Science and Technology Education, 13(8), 4789-4804. https://doi.org/10.12973/eurasia.2017.00965a
  • Tofel-Grehl, C., & Callahan, C. M. (2014). STEM high school communities: Common and differing features. Journal of Advanced Academics, 25(3), 237-271. https://doi.org/10.1177/1932202X14539156
  • White, H., & Sabarwal, S. (2014). Quasi-experimental design and methods. Methodological briefs: impact evaluation, 8(2), 1-16.
  • Wiersma, W., & Jurs, S. G. (2005). Research methods in education. Allyn & Bacon.
  • Wong, W. K., Yin, S. K., Yang, H. H., & Cheng, Y. H. (2011). Using computer-assisted multiple representations in learning geometry proofs. Journal of Educational Technology & Society, 14(3), 43-54.
  • Yimer, S. T. (2020). Stimulating Content Knowledge Learning of Intermediate Calculus through Active Technology-Based Learning Strategy. EURASIA Journal of Mathematics, Science and Technology Education, 16(12), em1903. https://doi.org/10.29333/ejmste/8705
  • Yusuf, M. O., & Afolabi, A. O. (2010). Effects of computer assisted instruction (CAI) on secondary school students' performance in Biology. Turkish Online Journal of Educational Technology-TOJET, 9(1), 62-69.
  • Zulnaidi, H., & Zakaria, E. (2012). The effect of using GeoGebra on conceptual and procedural knowledge of high school mathematics students. Asian Social Science, 8(11), 102. https://doi.org/10.5539/ass.v8n11p102
  • Zulnaidi, H., and Zamri, S. N. A. S. (2017). The effectiveness of the GeoGebra Software: The intermediary role of procedural knowledge on students’ conceptual knowledge and their achievement in mathematics. EURASIA Journal of Mathematics Science and Technology Education, 13, 155-2180. https://doi.org/10.12973/eurasia.2017.01219a
LICENSE
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.