Pre-Service Mathematics Teachers' Performance on Reflection on Mathematics Teaching and Learning Using GeoGebra Programme

Abstract

The advancement of applied mathematics founded upon information technology represents a pivotal aspect of contemporary mathematical development, with the integration of (IT) information technology into the mathematics curriculum becoming an indispensable necessity. The study of relevant IT-based courses by pre-service mathematics teachers will contribute to their professional development, as will their reflection on their teaching. This study combines the two, using 40 Master of Education students from a university as respondents and employing open-ended interviews to investigate the reflective performance of pre-service mathematics teachers in teaching mathematics after completing the GeoGebra course. Subsequently, the data were analysed from three perspectives: dimensions of reflection, level of reflection and degree of collaboration. The results were concluded as follows: 1. The dimensions of pre-service teachers' reflection was extensive but skewed, and reflection on the students' aspect was not yet evident; 2. The level of reflection was "describes only" (Level 1) and single-angle analytical (Level 2); 3. The degree of collaboration in teaching reflection was predominantly limited to "integration" and "self only"; 4. In conclusion, the GeoGebra programme can be considered an effective tool for assisting pre-service teachers in teaching mathematics. Therefore, it is suggested that: 1. It is recommended that higher education institutions reinforce the training of prospective mathematics teachers by incorporating pertinent GeoGebra courses into their curriculum. 2. Pre-service mathematics teachers should take the initiative to conduct learning, research, and reflection, and to improve their own awareness and ability to reflect, so that they can: (1) Strengthen their own mathematical knowledge and technical knowledge, and improve their own quality and professionalism; (2) Conduct multiple analyses by considering both teachers, students, and mathematics. knowledge reserves, improve their own quality and professionalism; (3) Pay attention to both group work and be able to think independently to identify problems.