Pre-service teacher questionnaire 2

Pythagorean Tree

Appendix 0 Pre-service teacher questionnaire 2

Pre -Service teacher questionnaire 2

The use of Dynamic Online Environment in teacher education Place a cross on the most appropriate:

CODES:DOE-DynamicOnline Environment

D

Strongly Disagree Neutral Agree Strongly

No. Statement disagree Agree

1. I frequently use the internet as a preservice teacher.

2. I knowhow to use a computer.

3. Dynamic software canimprove mathematics results.

4. I have learnt (during theDOEsession)as muchas I would have learnt face to face.

5. Is theDOEis too technicalto use atschool.

6. Students at schools will benefit from DOE.

7. I was frustrated sitting alonein front of a computer.

8. It will be difficult to use the DOEin my teaching practice.

9. DOEincreasesefficiency of Mathematics Education.

10. Using DOEwill make the Mathematic subject content interesting for students.

11. Classtime is limited for the use of the DOE.

12. I dislike the use of technology when teaching mathematics.

13. My experience of schools is that they are adequately resourced to use theDOEwhen teaching.

14. The DOEissimple and understandable to use.

15. DOEshould only be used at university level.

16. Online mathematicalcontent is convenient for my teaching preparation.

17. Visualisation in DOEassistsstudents in mathematics 18. I would recommend theDOEto my maths colleagues/friends.

19. DOEincreasesthe quality of Education.

20. I would like to learn more about dynamic software in mathematics.

21. I haveused this type of technology (DOE)or somethingsimilar previously.

22. I have no intention to useDOEin my future mathematicslessons.

23. I will share my experience and show students the DOEbut willnot useit.

24. Is it important for me as auniversity student touse DOE 25. I don't think I will ever need a computer/technology in my

classroom.

26. If I had fundsthen I would invest in exposing my studentsto the DOE.

27. DOEcanenhance students learning.

28. The layout of the content was a good build up to the Theorem of Pythagoras.

29. DOEwillallowstudentsto self-discover.

30. I usethe computer lessthan three timea week

Appendix P - Pre-service teacher Questionnaire 2 colour coded

Pre -Service teacher questionnaire 2

Theuseof DynamicOnlineEnvironmentin teachereducation

Place a cross on the most appropriate:

CODES:DOE-Dynamic Online Environment

Strongly Disagree Neutral Agree Strongly

No. Statement disagree Agree

1.

2. I know how to use a computer.

3.

4.

l

have learnt (during the DOE session) as much as I would have earnt face to face.

s.

6. Students at schools will benefit from DOE.

7. I was frustrated sitting alone in front of a computer.

8. It will be difficult to use the DOE in my teaching practice.

9.

10. Using DOE will make the Mathematic subject content interesting for students.

11.

12.

13. by experience of schoolsisthat thev are adeauatelY.resourced to se the DOE when teaching!

14.

15.

16.

e

¹nline mathematical content Is convenient for mY.teachinli reparation I

17. Wualisation in DOE assists students in mathematics 18.

I

would recommend the DOE to mxmaths colleagues[friends!

19.

20. bwould like to learn more about dynamic software iii athematicsr-

21.

b

have used this tvoe of technology (DOE) or something similan reviouslvl

22. fhave no intention to use DOEin m:r:future mathematics lessons!

23. ^L~ill share mv ex11erience and show students the DOE but will not se itl

24.

25. I don't think I will ever need a computer/technology in my classroom.

26. jf I had funds then Iwould invest in exoosinazmv students to the

DOE!

-27.

-

28.

-

29. DOE will allow students to self-discover.

30.

INOTIE:

THISISFORTHERESEARcCHERONLY-COPIESGIVENTOPARTICIPANTSWILL NOTBECOLOURCODED.

1\'ELOWCODE!:Howfluent aremathematics pre-servtce teachers inusingcomputers andeducational technology?

:DoesDOE/technology haveanimpact in theteaching and!earning ofmathematics (Geometry)?

:BLUECODIJ:CanDOE beusedasateaching tool?

••••=Can DOE beusedineverydayteaching?

Appendix Q -

Participant observation schedule

QJ

"'C:::I

QJ -;:;

s:u .-i

Ill 0

c

-

N

a

⁰₀

',i:i

'.!;!

ra _IU

> z

""" E

Q)

Ill 0

..c+"'⁰c:

-

^"Cl.•..

•..

^GICl..

~~

·-u <[

".j;;i

,_

0...ra

bO

c

c

.µ '5 ^Q) u

.µ c c ^u c c c, ^Q)

..

^{c Q)} _E ^{(C c c 0 0} _.E- ^c,

0 ^Q)

E ^{.µ 0 Q) 'J:j ·.p Qi} ~

.•.. _E Q

"' ^{·v; •... (C Q) .s:}

IU Q) -cJ •... _:::) ^{Q) (C} > ~ •...

I~

> •... •...

.9 Q ^{.µ Q)} -cJ^{Q) 4- tt:} "i5.. ^·_µ •... ₀ ^.µ Q)

"Cl_.5 -~_{LLJ LLJ}ux _ell•...0 _:Jc _uc0 '5 "' ^{Q Q)Q) .µ;;'l} "'^Q ~^,µ

-=

^{c ::!:! c, I- _J 0}

Appendix R -

Participants' responses to questionnaire 2

PARTICIPANTS

2 3 4 5 6 7 8 9 10

AVERAGE

Statement M27 M03 M23 M19 M14 MOl M04 M07 M26 M13

I frequently use the internet as a pre service teacher. 2 4 3 4 5 4 3 5 1 5 I 3.6

I know how to use a computer. I 2 I 4 I 5 5 I 5 I 5 I 5 I 5 I 5 I 5 I 4.6

Dynamic software can improve mathematics results. I 4 I 4 I 4 5 I 4 I 5 I 4 I 5 I 5 I 4 I 4.4

I have learnt (during the DOEsession) as much as I would haveI

4 I 5 I 3 4 I 4 I 5 I 4 I 5 I 5 I 4 I 4.3

learnt face to face.

Is the DOE is too technical to use at school. 4 4 4 3 3 4 4 5 1 2 3.4

& Students at schools will benefit from DOE. 5 5 4 4 5 4 5 5 5 4 4.6

7 I was frustrated sitting alone in front of a computer. I 1 I 1 I 2 1 I 2 I 2 I 3 I 2 I 1 I 1 I 1.6

8 lit will be difficult to use the DOEin my teaching practice. I 1 I 2 I 4 4 I 3 I 1 I 4 I 2 I 1 I 1 I 2.3

DOE increases efficiency of Mathematics Education. I 5 I 4 I 4 5 I 5 I 5 I 4 I 5 I 5 I 5 I 4.7

Using DOEwill make the Mathematic subject content

I 5 I 4 I 4 5 I 5 I 5 I 5 I 5 I 5 I 5 I 4.8

interesting for students.

Class time is limited for the use of the DOE. 3 4 5 4 3 1 4 2 1 2 2.9

I dislike the use of technology when teaching mathematics. 1 2 3 1 1 1 2 1 1 1 1.4

My experience of schools is that they are adequately

I 3 I 2 I 2 4 I 1 I 1 I 3 I 2 I 1 I 4 I 2.3

resourced to use the DOE when teaching.

The DOE is simple and understandable to use. I 4 I 4 I 4 4 I 4 I 5 I 4 I 5 I 5 I 4 I 4.3

DOEshould only be used at university level. I 2 I 2 I 4 3 I 4

Online mathematical content is convenient for my teaching

I 4 I 4 I 3 4 I 5 I 5 I 4 I 5 I 5 I 5 I 4.4

preparation.

Visualisation in DOE assists students in mathematics 4 4 4 5 4 5 4 5 5 5 4.5

I would recommend the DOEto my maths col leagues /friends. 5 4 5 5 5 5 5 5 5 5 4.9

DOE increases the quality of Education. I 4 I 4 I 4 5 I 4 I 5 I 4 I 5 I 5 I 4 I 4.4

I would like to learn more about dynamic software in

I 5 I 4 I 5 5 I 4 I 5 I 5 I 5 I 5 I 4 I 4.7

mathematics.

21 11have used this type of technology (DOE)or something similarI

2 I 4 I 4 5 I 4 I 5 I 4 I 4 I 5 I 4 I 4.1

previously.

22 11

have no intention to use DOE in my future mathematics

I 1 I 1 I 2 1 I 2 I 2 I 4 I 1 I 1 I 1 I 1.6

lessons.

23 11will share my experience and show students the DOEbut willI

3 I 2 I 4 2 I 2 I 5 I 5 I 2 I 1 I 2 I 2.8

not use it.

Is it important for me as a university student to use DOE I 4 I 5 I 4 5 I 5 I 5 I 4 I 5 I 5 I 5 I 4.7

I don't think I will ever need a computer/technology in my

I 1 I 1 I 1 1 I 1 I 1 I 2 I 1 I 1 I 1 I 1.1

classroom.

If I had funds then I would invest in exposing my students to

I 5 I 4 I 4 2 I 5 I 5 I 5 I 5 I 5 I 5 I 4.5

the DOE.

DOE can enhance students learning. I 5 I 4 I 4 5 I 5 I 5 I 4 I 5 I 5 I 5 I 4.7

The layout of the content was a good build up to the Theorem I

5 I 4 I 4 5 I 5 I 5 I 5 I 5 I 5 I 5 I 4.8

of Pythagoras.

DOEwill allow students to self-discover. 5 4 4 5 5 5 5 5 5 5 4.8

I use the computer less than three time a week 2 1 2 2 1 5 3 1 1 1 1.9

Appendix S - Getting to know the circle applet

(!)'-'

c~ ^(!)

~_E ~_'-' ~^(!)

c c

"'

^{ID ~}

' ::::l ~ ^(!)

::::l

E E ^{.8 TI rn}

~ ^TI

"'

^'-'

"'

^{0 c}

'-' ^(!)

"'

^{(!) ::::l s:}

"'

u ~ ^(/) a:: ^{0 (/)} a ^u I-

ll. ll. ll. ~ ll. ll. ll. ll. ll.

w ...J

0 0::

I -, ^\

^~(!)

-

^ID

0

^E

.c GJ

••••••

;:

0

-~

^"

c:

^{~ ·~}

.!I: ^{(/) (/)(!)}

0

c

••••••

_~'-' _{. -i:i}

"'

en c:

·- = ^GJ

e

Appendix T -

If a line is drawn from the centre of a circle perpendicular to a chord, then it bisects the chord otherwise known as perpendicular from centre to chord applet

u

0 ctJ

<I

"'O

~ c:~

"C u

••••• 0

0 ~

.c

blJ 'I'

0 .s :::;

m -

"C

~

~ ⁰ctJ

0 •.... ^"ti

.•.. 0 ~

^u

..._ .C a <i:::

m o ... ';;;;

-- .~ ..i::

::l 0

g_cr:i -:;;

0 .•.. ~ ~ ~

- - 0 ra C.

"C

_{:c: .•.•}

CIJ

•.... ·-

_{:D .r}~ ^{·<( ~0}_rJ

CIJ

:c:

^{ii ~ c:}

- At ~ .~ ~

-- ..,oO ,_

...0 ^{'1J c.. 0()}

At ~ ~ §

,., E ·- ·-

^u

- '-' > c:

- <U ~ rn o

At

0

^{ii 0 Q.l 0::}

.!!: ..._ ^'QE -g ~~

0 ""'" ^'1J ctJ ^{(ll ~} 00

• • .!)! « (§ ;: z

••••• ••••• "' "' 0 ..::

·- ••. .,, Q,I ~ u i:: :2:

0 ..!:::::

a.

_At ⁱⁱ _Q

.s

_oo

::

_::I ^0::_LL

m ::l

₀

..=~u~~~

_{'" ~~ u <I,! u}

""'" ·- VI ":!'. l.::J 111 =:: D

0 ^"C

CIJ

:c:

^cc

•...• CIJ ^<(

.•.• a.

^---1

:c: •....

CIJ CIJ ::2:

0 D..⁰ CIJ - _• ~_:I

.c

^"C cc

.•••••••• <(

E

^,C

⁰

^{"'C~ I}

0 0

^{ii I}

..._ -c I

""'" CIJ ~ I

:C:

,CO I

:::...•••.~ I

:> ~

^I

m tn

^{c: a}

•...•.• s

0 ..::: \ '

l

"C CIJ~ \

lo

tn tn

^aiu

·- u cc

C1J .C_.•••

·o

_>. ^II

:c: ·-

_<(^{c: u}_<(

:c: ..

m aJ

^c:

a:

""'" .c -~

1- - .••• l:l et::

Appendix U - If an arc subtends an angle at the centre of a circle and at any point on the circumference, then the angle at the centre is twice the measure of the angle at the circumference applet

•••• _c:

⁰

·- ₀

c..

>.

^QJ

(

^{0~rn M}

c: .c:

^{O'l ~}

ta ••••

(jJ ::::l

~ ^en

QJ

LL

••••

^i;,i

.,

ta o

^{I~ "'}

·-

^0::Ol

"C

!

c: \.

^:.:::

ta •

tn

QJ

·-

- _u

^QJ_{•••••}

•••••

••••

·- _u ^c:

^Cll

QJ "E

ta o

^uCll

"""' QJ

.

^-=

QJ •...

0 .c: o

^•...~

QJ

••••

^a::i

•••••

•••• ^C:

^•U

•••• ta

^{QJ <(}

)

"'Q

~

c: ^•....

^c

Ll'

^Ol

QJ ~

C-1 ::;

QJ ~ ....···• ^~

-

^{~ en}

u en

^{..·· ~}

LL

E

^{...• .}

•.. .,

c

i;,i

QJ

c: s

^{~ "'Ol}

ta

^:::J

0::

.c: u

^{-=Cll 0}

••••

QJ •...

••••• •...

•••• _.c: ·-

^~

ta _•••• u

^a::i ~

•O

,....j

QJ

c:

^{QJ <(}

~

..;:

::::I

-

^QJ

^.c:

^l;O ,....;.!lfl

en _{.c: ••••}

^:c

⁼

^I.I..

^z

c: ••••

^c

~ _{E 0}

•••• .s

::::I •.•

ta •.. ta

^..Q

^{~ .s}

l:;J QJ ^:::

I- 0

z

c:

^QJ

^.,

u.J .•.• >

ta o - _en

^a::i< ^{m u"l M 0}

w "'O

c:

^a:::

c ~

tn

_QJ

c:

^u_{~ •U}^{a::i \jNolL.U"'}

"C

•.... ta

^{"'Q <( .•.. ~ § 0::}

c:

_~ ^{C N}

.5 •.. t: 0

QJ ~ II

T""" 0 ::::I ::::Iu..

QJ

Q) c. .!lfl ..c L.U

•••• E ^.c:

^{!!1 a::i}

-r- ~ ~01.1...1-a::i

.c

,.-t ~ ^{- LL c .5 W tll}

:::J ^{.••••..• 0}

(jJ :::l ^TI 0 lil L.LJ

c' !:; ^{Dl (!)} c ·-cc 0::

:::J

o

"""' !!! <(

•.. ^{LL ~ ~~~a::~}

tn ⁰

^{-= ..}

i;,i

.,

•••••

..;: ~ "' ^{:Ei 2:' .5 "' ~ "}

·-

^{QJ .t: !ii}

^., ~u~~u~U:::~

u o

_{•••••} ^{~ Q 0::} o-coc.<(S....10!

••••• ^Cll ...

:::J ^0..

•• u·o;.S-..::s::...Jc

ta

^{QJ "E Q}

en

~~~Lfl~~c:r:~

.c: ^tn

^{·-u "'Q•...}

C.. .:= -ra ~ .s ·- ^{v i- .o::}

c: •••• ta

^{.. !!1 QJ} ~E~..:.::g_~L.U~

ta

^QJ

o·-.<=.V aJtlls::i

c: =

·= ^{.••• u~o'fi~ •..L.UJ}

E

^!ii

^{c- t,n u}

^L

^{u :5 ~ ~ c;}

^Li

"""'

0

^{·- Cll}

-

^{o 0::}

Appendix V - If a quadrilateral is cyclic, then the opposite angles are