The effect of inquiry based technology integration on conceptual and procedural geometry knowledge of preservice mathematics teachers

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.