3633

Zekeriya Karadag

Bridges

2016

This paper briefly reports on research exploring how pre-service teachers may improve their geometrical thinking while pursuing a realistic mathematics education activity. The participants were encouraged to photograph artefacts that include basic geometrical objects as the first step of the activity. They then created dynamic GeoGebra worksheets inspired by those pictures. Their work and online communication during the activity were explored to understand to what extent they could improve their geometrical thinking. Data suggest that the activity led them think more visually, dynamically and adventurously, and that the project has the potential to foster their creativity.