Developing Pre-service Mathematics Teachers' Didactic Reference Points Through Micro-teaching

Strategic Insights -

Research on the efficacy of micro-teaching in developing pre-service mathematics teachers' didactic reference points for technology-based instruction has yielded promising results. This study, conducted within a practicum course in Turkey, focused on how two pre-service mathematics teachers learned to teach the concept of a cylinder using GeoGebra. The study's findings indicate that micro-teaching can be an effective professional development approach for supporting teachers in developing the necessary skills to integrate technology into their instruction. Additionally, the research highlights the importance of identifying and addressing the didactic reference points that teachers initially lack, providing valuable insights for both research and teacher education.

Key Takeaways:

  • The study examined the micro-teaching experiences of two pre-service mathematics teachers who learned to teach the concept of a cylinder using GeoGebra.
  • The research adopted the theoretical framework of professional instrumental genesis and didactic reference points to analyze the teachers' task planning, video recordings of their micro-teaching sessions, semi-structured individual interviews, group discussions, and revised lesson plans.
  • Four key didactic reference points were identified: 2D-3D screen coordination, use of sliders, GeoGebra's dynamic affordances, and unwrapping representations.
  • The analysis showed that micro-teaching can be an effective professional development approach for supporting pre-service mathematics teachers in developing didactic reference points for technology-based instruction.
  • The study underscores the value of micro-teaching for supporting teachers in developing the necessary skills to integrate technology into their instruction.
  • The research provides insights into the difficulties mathematics teachers face when integrating technology, particularly GeoGebra, and sheds light on the phenomena involved in the birth of instrumented practices.
  • The study's findings contribute to both research and teacher education, indicating the relevance of a theoretical tool tested in a new context.
  • Additional authors for this research include Melike Yigit Koyunkaya and Mariam Haspekian.
  • The Faculty of Education at Izmir Demokrasi University provided financial support for the research.

Statistics:

  • 2 pre-service mathematics teachers participated in the micro-teaching study.
  • The research analyzed task planning, video recordings, semi-structured individual interviews, group discussions, and revised lesson plans.
  • Four key didactic reference points were identified: 2D-3D screen coordination, use of sliders, GeoGebra's dynamic affordances, and unwrapping representations.
  • The study conducted semi-structured individual interviews with the pre-service mathematics teachers.
  • Group discussions and revised lesson plans were also analyzed as part of the research.

Sources:

  • NewsRx LLC (2025). Studies from Faculty of Education Provide New Data on Pediatrics (Developing Pre-service Mathematics Teachers' Didactic Reference Points for the Use of Dynamic Technology Through Micro-teaching). Education Letter. October 29, 2025; p 769.
  • Educational Studies in Mathematics (2025). Developing Pre-service Mathematics Teachers' Didactic Reference Points for the Use of Dynamic Technology Through Micro-teaching.