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The Impact of Teaching Geometric Locus Problems in a Computer-Assisted Environment on the Metacognitive Awareness of Preservice Teachers

In this study, it is expected that the GeoGebra contributes to the declarative knowledge, procedural knowledge, conditional knowledge, planning, monitoring, evaluation, debugging, and information management sub-dimensions of the metacognitive awareness. In this study, an experimental research technique, which was based on the preand post-tests scores of the participants, of the quantitative research method was used in order to investigate the development of preservice middle school teachers’ metacognitive awareness. Forty six preservice teachers who have enrolled to the department of elementary school mathematics at the faculty of education participated in the study. The preservice teachers, 25 female and 21 male, were attending to the same class. In this study, likert-type Metacognitive Awareness Inventory consisting of 52 items was used as a data collection tool. The collected data were analyzed using the SPSS 21.0 statistical package. As a result of the study, the findings suggest that teaching geometric locus in this kind of a setting is generally effective. When the collected data examined, it appeared that there was not a statistically significant difference on the Debugging sub-dimension of metacognitive awareness in which the effect size was small. In the remaining sub-dimensions, the difference was statistically significant.