How Technology Shapes the Perception Process: A New Perspective on Modeling

Abstract

 The role of technology in mathematics education is increasingly growing, necessitating a reassessment of pre-service teachers' classroom observation skills. This study aims to examine pre-service mathematics teachers' observation skills comparatively in technology-supported and non-technology-supported mathematical modeling environments. The study used a qualitative comparative case study design. Two different contexts were defined based on the use of technology in the modeling process: (1) a technology-supported modeling environment using GeoGebra dynamic geometry software and (2) a traditional modeling environment conducted only with paper and pencil. In the study, the awareness behaviors exhibited by teacher candidates in the stages of the modeling process defined in the literature were analyzed in depth. The participants in the study were elementary mathematics teacher candidates who met the criteria of having experience with mathematical modeling and being willing to participate in group work. Accordingly, a fourth-year teacher candidate served as an observer/guide. In contrast, six second-year teacher candidates who had not yet taken a modeling course participated in modeling activities in two groups. This arrangement allowed the experienced teacher candidate to demonstrate their observation skills by guiding in both environments. As a result of the study, the teacher candidate in the GeoGebra environment was able to monitor the students' thinking processes in real time, easily identify the source of errors in the model, and provide immediate guidance when necessary. Furthermore, the technology support facilitated students' recognition of their own errors, thereby contributing to a more accurate interpretation of the relationships required by the model. Incorporating technologysupported mathematical modeling activities more extensively into teacher education programs could strengthen teacher candidates' observation skills.