Abstrakt
he article reports on a design experiment aimed at designing a part of a mathematics education course focused on GeoGebra with the goal to develop student teachers' technological pedagogical and content knowledge. Based on results gained in previous stages of the design experiment reported elsewhere for Sample 1, more emphasis was laid on personal discussions and changes were made in the e-learning part.
Student teachers in Sample 2 were given explicit guidelines to prepare proposals for teaching and to peer evaluate each other's work in LMS Moodle module Workshop. The research data consist of student teachers' (n1 = 24, n2 = 40) proposals for teaching supported by GeoGebra and written peer evaluations.
The data were analysed in a qualitative way using modified existing frameworks and our Quality Index and then elaborated quantitatively. The results show a marked trend towards proposals of teaching in which student teachers use the potential of GeoGebra, mainly its dynamic features, and engage pupils actively with technology.
There are no low quality proposals for Sample 2. On the other hand, there was no change in the types of goals student teachers set.