Competencies in using sketchpad in geometry teaching and learning: Experiences of preservice teachers

The subject of teacher competencies has been a key issue in mathematics education reform as the quality of an education system is fundamentally defined by the quality of its teachers. The study reported in this article attempted to identify and analyse displayed preservice teacher competencies and challenges encountered in early experiences with a Sketchpad-mediated learning of geometry. The instrumental approach to technology integration in the classroom as articulated by Trouche, Artigue and others was used as an analytical framework together with the van Hiele theory of geometrical thought development. A qualitative research approach was used to investigate preservice teachers' emerging competencies. Data were gathered through worksheet productions, lesson observations, open-ended questionnaires and an exit focus group interview. Twenty third-year mathematics major preservice teachers participated in workshop and microteaching sessions involving the use of the Geometer's Sketchpad dynamic geometry software in the teaching and learning of the geometry of quadrilaterals. The competencies displayed by the participants were described in terms of the instrumental theory for technology use and the van Hiele theory for geometric thought development. The competency levels showed that the preservice teachers had difficulties with computer hardware and software usage and the associated classroom organisation and management initially but gradually improved and gained confidence. The participants' own evaluations of their competencies affirmed that early experiences were unpleasant for many and barriers could be overcome by early exposure to computer environments. More computer resources need to be availed for a day-to-day integration to be sustainable.