Abstract:

This study was conducted to investigate the effect of GeoGebra assisted in order to improve materials for meaningful learning that used analysis instruction, on pre-service elementary mathematics teachers’ academic performance and motivation. The sample consists of 58 third grade preservice elementary mathematics teachers who were registered to an Educational Faculty of Central Anatolia Region in 2019-2020 academic year. In research, pretest-posttest control group experimental design was applied. In the application process, visual materials developed by GeoGebra, connected with concepts of arithmetic sequence, geometric sequence convergence, divergence, monotone sequence, infimum, supremum. In research to determine academic performance of pre-service elementary mathematics teachers’, Performance Test of Analysis has been prepared by researcher and to determine academic motivation, Academic Motivation Scale has been prepared by Vallerand et al. (1992) and has been adapted by Karagüven (2012). In order to analyze obtained data, descriptive istatistics, dependent samples t-test, independent Samples t-test, Wilcoxon Signed Rank test, Mann Whitney U test were used. The result of study, significant differecence were found between groups’ academic performances in favor of experimental group however, there is no significant difference between the experiment and control groups with respect to algebraic performance and academic motivation. The significant difference on academic performance of pre-service elementary mathematics teachers in experimental group stemmed from increasing their geometric performance. Accordingly, it is thought that materials, developed by researcher will contribute to the learning process of pre-service teachers.

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