Integrating HOTS Activities with GeoGebra in Pre-Service Teachers’ Preparation

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GeoGebra in Pre-Service Teachers’ Preparation</title> <meta name="description" content="Integrating HOTS Activities with GeoGebra in Pre-Service Teachers’ Preparation"> <meta name="keywords" content="Higher order thinking, HOTS activities, pre-service teachers, teachers' preparation."> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <meta name="citation_title" content="Integrating HOTS Activities with GeoGebra in Pre-Service Teachers’ Preparation"> <meta name="citation_author" content="Wajeeh Daher"> <meta name="citation_author" content="Nimer Baya'a"> <meta name="citation_publication_date" content="2015/07/01"> <meta name="citation_journal_title" content="International Journal of Educational and Pedagogical Sciences"> <meta name="citation_volume" content="9"> <meta name="citation_issue" content="7"> <meta name="citation_firstpage" content="2441"> <meta name="citation_lastpage" 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href="https://publications.waset.org/search?q=Nimer%20Baya%27a"> Nimer Baya'a</a> </p> <p class="card-text"><strong>Abstract:</strong></p> High Order Thinking Skills (HOTS) are suggested today as essential for the cognitive development of students and as preparing them for real life skills. Teachers are encouraged to use HOTS activities in the classroom to help their students develop higher order skills and deep thinking. So it is essential to prepare preservice teachers to write and use HOTS activities for their students. This paper describes a model for integrating HOTS activities with GeoGebra in pre-service teachers’ preparation. This model describes four aspects of HOTS activities and working with them: activity components, preparation procedure, strategies and processes used in writing a HOTS activity and types of the HOTS activities. In addition, the paper describes the pre-service teachers' difficulties in preparing and working with HOTS activities, as well as their perceptions regarding the use of these activities and GeoGebra in the mathematics classroom. The paper also describes the contribution of a HOTS activity to pupils' learning of mathematics, where this HOTS activity was prepared and taught by one pre-service teacher. <iframe src="https://publications.waset.org/10002101.pdf" style="width:100%; height:400px;" frameborder="0"></iframe> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Higher%20order%20thinking" title="Higher order thinking">Higher order thinking</a>, <a href="https://publications.waset.org/search?q=HOTS%20activities" title=" HOTS activities"> HOTS activities</a>, <a href="https://publications.waset.org/search?q=pre-service%0D%0Ateachers" title=" pre-service teachers"> pre-service teachers</a>, <a href="https://publications.waset.org/search?q=teachers%27%20preparation." title=" teachers' preparation."> teachers' preparation.</a> </p> <p class="card-text"><strong>Digital Object Identifier (DOI):</strong> <a href="https://doi.org/10.5281/zenodo.1108022" target="_blank">doi.org/10.5281/zenodo.1108022</a> </p> <a href="https://publications.waset.org/10002101/integrating-hots-activities-with-geogebra-in-pre-service-teachers-preparation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10002101/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10002101/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10002101/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10002101/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10002101/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10002101/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10002101/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10002101/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10002101/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10002101/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10002101.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1946</span> </span> <p class="card-text"><strong>References:</strong></p> <br>[1] J. Ramos, B. Dolipas, and B. Villamo, "Higher Order Thinking Skills and Academic Performance in Physics of College Students: A Regression Analysis," International Journal of Innovative Interdisciplinary Research, vol. 1, no. 4, pp. 48-60, 2013. <br>[2] L.H. Newcomb, and M.K. Trefz, "Levels of cognition of student tests and assignments in the College of Agriculture at The Ohio State University," National Association of College Teachers of Agriculture Journal, vol. 31, no. 2, pp. 26-30, 1987. <br>[3] C. Edwards, and G. Briers, "Higher-Order And Lower-Order Thinking Skills Achievement In Secondary-Level Animal Science: Does Block Scheduling Pattern Influence End-Of-Course Learner Performance?," Journal of Agriculture Education, vol. 41, no. 4, pp. 2-14, 2000. <br>[4] T. Thompson, "An Analysis of Higher-Order Thinking on Algebra I End-of-Course Tests," International Journal for Mathematics Teaching and Learning, Nov. 2011. http://www.cimt.plymouth.ac.uk/journal/thompson.pdf <br>[5] K.W. Hawks, The effects of implementing Bloom's Taxonomy and utilizing the Virginia Standards of Learning Curriculum Framework to develop mathematics lessons for elementary students. Doctoral thesis, Liberty University, 2010. <br>[6] I. Mok, J. Cai, and A. Fong Fung, "Missing learning opportunities in classroom instruction: evidence from an analysis of a well-structured lesson on comparing fractions". The Mathematics Educator, vol. 11, no. 1-2, pp. 111-126, 2008). <br>[7] National Council of Teachers of Mathematics (NCTM), Principles and standards for school mathematics. Reston, VA: Author, 2000. <br>[8] N. Baya’a, and W. Daher, "The development of college instructors' technological pedagogical and content knowledge," Procedia - Social and Behavioral Sciences, vol. 174, pp. 1166 – 1175, 2015. </div> </div> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Explore <li><a href="https://waset.org/disciplines">Disciplines</a></li> <li><a href="https://waset.org/conferences">Conferences</a></li> <li><a href="https://waset.org/conference-programs">Conference Program</a></li> <li><a href="https://waset.org/committees">Committees</a></li> <li><a href="https://publications.waset.org">Publications</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Research <li><a href="https://publications.waset.org/abstracts">Abstracts</a></li> <li><a href="https://publications.waset.org">Periodicals</a></li> <li><a href="https://publications.waset.org/archive">Archive</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Open Science <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Philosophy.pdf">Open Science Philosophy</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Award.pdf">Open Science Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Society-Open-Science-and-Open-Innovation.pdf">Open Innovation</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Postdoctoral-Fellowship-Award.pdf">Postdoctoral Fellowship Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Scholarly-Research-Review.pdf">Scholarly Research Review</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Support <li><a href="https://waset.org/page/support">Support</a></li> <li><a href="https://waset.org/profile/messages/create">Contact Us</a></li> <li><a href="https://waset.org/profile/messages/create">Report Abuse</a></li> </ul> </div> </div> </div> </div> </div> <div class="container text-center"> <hr style="margin-top:0;margin-bottom:.3rem;"> <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" class="text-muted small">Creative Commons Attribution 4.0 International License</a> <div id="copy" class="mt-2">© 2024 World Academy of Science, Engineering and Technology</div> </div> </footer> <a href="javascript:" id="return-to-top"><i class="fas fa-arrow-up"></i></a> <div class="modal" id="modal-template"> <div class="modal-dialog"> <div class="modal-content"> <div class="row m-0 mt-1"> <div class="col-md-12"> <button type="button" class="close" data-dismiss="modal" aria-label="Close"><span aria-hidden="true">×</span></button> </div> </div> <div class="modal-body"></div> </div> </div> </div> <script src="https://cdn.waset.org/static/plugins/jquery-3.3.1.min.js"></script> <script src="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/js/bootstrap.bundle.min.js"></script> <script src="https://cdn.waset.org/static/js/site.js?v=150220211556"></script> <script> jQuery(document).ready(function() { /*jQuery.get("https://publications.waset.org/xhr/user-menu", function (response) { jQuery('#mainNavMenu').append(response); });*/ jQuery.get({ url: "https://publications.waset.org/xhr/user-menu", cache: false }).then(function(response){ jQuery('#mainNavMenu').append(response); }); }); </script> </body> </html>

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Integrating HOTS Activities with GeoGebra in Pre-Service Teachers’ Preparation