Contradictions in the learning of Euclidean constructions with GeoGebra by pre-service mathematics teachers.
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| Title: | Contradictions in the learning of Euclidean constructions with GeoGebra by pre-service mathematics teachers. |
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| Authors: | Prieto-González, Juan Luis1 (AUTHOR) jprietog@academicos.uta.cl, Gutiérrez-Araujo, Rafael Enrique2 (AUTHOR), Arredondo, Elizabeth-H.3 (AUTHOR), Montecino, Alex1 (AUTHOR) |
| Source: | Journal of Mathematics Teacher Education. Jun2025, Vol. 28 Issue 4, p749-773. 25p. |
| Subject Terms: | *Student teachers, *Mathematics teachers, *Teacher educators, *Teacher education, Geometrical constructions |
| Abstract: | This paper seeks to answer the question: How does the handling of the contradictions that emerge in activities of initial mathematics teacher education contribute to the learning of geometric knowledge when pre-service teachers and the teacher educator solve geometric construction problems with GeoGebra? A dialectical-materialist approach is used to analyze an episode in which pre-service teachers and the teacher educator discuss the solution to the task of drawing a line perpendicular to a segment given a point off that segment. The episode was video-recorded and transcribed in its totality. Evidence in this research comes directly from the transcription of the episode, and analysis was carried out in two stages. As a result, we identify three formative actions that show the manner in which the conceptual and emotional contradictions emerge and are handled and we offer an explanation of how the handling of these contradictions contributed to the learning of pre-service teachers. We conclude that the way of handling the conceptual contradiction favored the awareness of the mobilized knowledge and that the handling of this contradiction was not exempt from emotional tensions, the latter of which we interpret as the manifestation of a contradiction of the autonomy/dependence type. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Mathematics Teacher Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 186469695 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Contradictions in the learning of Euclidean constructions with GeoGebra by pre-service mathematics teachers. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Prieto-González%2C+Juan+Luis%22">Prieto-González, Juan Luis</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> jprietog@academicos.uta.cl</i><br /><searchLink fieldCode="AR" term="%22Gutiérrez-Araujo%2C+Rafael+Enrique%22">Gutiérrez-Araujo, Rafael Enrique</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Arredondo%2C+Elizabeth-H%2E%22">Arredondo, Elizabeth-H.</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Montecino%2C+Alex%22">Montecino, Alex</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Mathematics+Teacher+Education%22">Journal of Mathematics Teacher Education</searchLink>. Jun2025, Vol. 28 Issue 4, p749-773. 25p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+teachers%22">Mathematics teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+educators%22">Teacher educators</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br /><searchLink fieldCode="DE" term="%22Geometrical+constructions%22">Geometrical constructions</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This paper seeks to answer the question: How does the handling of the contradictions that emerge in activities of initial mathematics teacher education contribute to the learning of geometric knowledge when pre-service teachers and the teacher educator solve geometric construction problems with GeoGebra? A dialectical-materialist approach is used to analyze an episode in which pre-service teachers and the teacher educator discuss the solution to the task of drawing a line perpendicular to a segment given a point off that segment. The episode was video-recorded and transcribed in its totality. Evidence in this research comes directly from the transcription of the episode, and analysis was carried out in two stages. As a result, we identify three formative actions that show the manner in which the conceptual and emotional contradictions emerge and are handled and we offer an explanation of how the handling of these contradictions contributed to the learning of pre-service teachers. We conclude that the way of handling the conceptual contradiction favored the awareness of the mobilized knowledge and that the handling of this contradiction was not exempt from emotional tensions, the latter of which we interpret as the manifestation of a contradiction of the autonomy/dependence type. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Mathematics Teacher Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=186469695 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10857-023-09606-2 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 25 StartPage: 749 Subjects: – SubjectFull: Student teachers Type: general – SubjectFull: Mathematics teachers Type: general – SubjectFull: Teacher educators Type: general – SubjectFull: Teacher education Type: general – SubjectFull: Geometrical constructions Type: general Titles: – TitleFull: Contradictions in the learning of Euclidean constructions with GeoGebra by pre-service mathematics teachers. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Prieto-González, Juan Luis – PersonEntity: Name: NameFull: Gutiérrez-Araujo, Rafael Enrique – PersonEntity: Name: NameFull: Arredondo, Elizabeth-H. – PersonEntity: Name: NameFull: Montecino, Alex IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 13864416 Numbering: – Type: volume Value: 28 – Type: issue Value: 4 Titles: – TitleFull: Journal of Mathematics Teacher Education Type: main |
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