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

<!DOCTYPE html> <html lang="en" dir="ltr"> <head> <meta charset="utf-8"> <meta http-equiv="X-UA-Compatible" content="IE=edge"> <meta name="viewport" content="width=device-width, initial-scale=1"> <meta name="google-site-verification" content="5fPGCLllnWrvFxH9QWI0l1TadV7byeEvfPcyK2VkS_s"/> <meta name="google-site-verification" content="Rp5zp04IKW-s1IbpTOGB7Z6XY60oloZD5C3kTM-AiY4"/> <meta name="generator" content="InvenioRDM 13.0"/> <meta name="robots" content="noindex, nofollow"> <meta name="description" content="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." /> <meta name="citation_title" content="Integrating HOTS Activities with GeoGebra in Pre-Service Teachers' Preparation" /> <meta name="citation_doi" content="10.5281/zenodo.1108022" /> <meta name="citation_keywords" content="Higher order thinking" /> <meta name="citation_keywords" content="HOTS activities" /> <meta name="citation_keywords" content="pre-service teachers" /> <meta name="citation_keywords" content="teachers' preparation." /> <meta name="citation_abstract_html_url" content="https://zenodo.org/records/1108022" /> <meta property="og:title" content="Integrating HOTS Activities with GeoGebra in Pre-Service Teachers' Preparation" /> <meta property="og:description" content="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." /> <meta property="og:url" content="https://zenodo.org/records/1108022" /> <meta property="og:site_name" content="Zenodo" /> <meta name="twitter:card" content="summary" /> <meta name="twitter:site" content="@zenodo_org" /> <meta name="twitter:title" content="Integrating HOTS Activities with GeoGebra in Pre-Service Teachers' Preparation" /> <meta name="twitter:description" content="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." /> <meta name="citation_pdf_url" content="https://zenodo.org/records/1108022/files/10002101.pdf"/> <link rel="alternate" type="application/pdf" href="https://zenodo.org/records/1108022/files/10002101.pdf"> <link rel="canonical" href="https://zenodo.org/records/1108022"> <title>Integrating HOTS Activities with GeoGebra in Pre-Service Teachers' Preparation</title> <link rel="shortcut icon" type="image/x-icon" href="/static/favicon.ico"/> <link rel="apple-touch-icon" sizes="120x120" href="/static/apple-touch-icon-120.png"/> <link rel="apple-touch-icon" sizes="152x152" href="/static/apple-touch-icon-152.png"/> <link rel="apple-touch-icon" sizes="167x167" href="/static/apple-touch-icon-167.png"/> <link rel="apple-touch-icon" sizes="180x180" href="/static/apple-touch-icon-180.png"/> <link rel="stylesheet" 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<div class="ui divider hidden"></div><section id="record-title-section" aria-label="Record title and creators"> <h1 id="record-title" class="wrap-overflowing-text">Integrating HOTS Activities with GeoGebra in Pre-Service Teachers' Preparation</h1> <section id="creatibutors" aria-label="Creators and contributors"> <div class="ui grid"> <div class="row ui accordion affiliations"> <div class="sixteen wide mobile twelve wide tablet thirteen wide computer column"> <h3 class="sr-only">Creators</h3> <ul class="creatibutors"> <li class="creatibutor-wrap separated"> <a class="ui creatibutor-link" href="/search?q=metadata.creators.person_or_org.name%3A%22Wajeeh+Daher%22" > <span class="creatibutor-name">Wajeeh Daher</span></a> </li> <li class="creatibutor-wrap separated"> <a class="ui creatibutor-link" href="/search?q=metadata.creators.person_or_org.name%3A%22Nimer+Baya'a%22" > <span class="creatibutor-name">Nimer Baya'a</span></a> </li> </ul> </div> </div> </div> </section> </section> <section id="description" class="rel-mt-2 rich-input-content" aria-label="Record description"> <h2 id="description-heading" class="sr-only">Description</h2> <div style="word-wrap: break-word;"> <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.</p> </div> </section> <section id="record-files" class="rel-mt-2 rel-mb-3" aria-label="Files" ><h2 id="files-heading">Files</h2> <div class="ui accordion panel mb-10 open" href="#files-preview-accordion-panel"> <h3 class="active title panel-heading open m-0"> <div role="button" id="files-preview-accordion-trigger" aria-controls="files-preview-accordion-panel" aria-expanded="true" tabindex="0" class="trigger" aria-label="File preview" > <span id="preview-file-title">10002101.pdf</span> <i class="angle right icon" aria-hidden="true"></i> </div> </h3> <div role="region" id="files-preview-accordion-panel" aria-labelledby="files-preview-accordion-trigger" class="active content preview-container pt-0 open" > <div> <iframe title="Preview" class="preview-iframe" id="preview-iframe" name="preview-iframe" src="/records/1108022/preview/10002101.pdf?include_deleted=0" > </iframe> </div> </div> </div> <div class="ui accordion panel mb-10 open" href="#files-list-accordion-panel"> <h3 class="active title panel-heading open m-0"> <div role="button" id="files-list-accordion-trigger" aria-controls="files-list-accordion-panel" aria-expanded="true" tabindex="0" class="trigger"> Files <small class="text-muted"> (87.3 kB)</small> <i class="angle right icon" aria-hidden="true"></i> </div> </h3> <div role="region" id="files-list-accordion-panel" aria-labelledby="files-list-accordion-trigger" class="active content pt-0"> <div> <table class="ui striped table files fluid open"> <thead> <tr> <th>Name</th> <th>Size</th> <th class> <a role="button" class="ui compact mini button right floated archive-link" href="https://zenodo.org/api/records/1108022/files-archive"> <i class="file archive icon button" aria-hidden="true"></i> Download all </a> </th> </tr> </thead> <tbody> <tr> <td class="ten wide"> <div> <a href="/records/1108022/files/10002101.pdf?download=1">10002101.pdf</a> </div> <small class="ui text-muted font-tiny">md5:1fa2571793be4abf4610ebb4da2e3946 <div class="ui icon inline-block" data-tooltip="This is the file fingerprint (checksum), which can be used to verify the file integrity."> <i class="question circle checksum icon"></i> </div> </small> </td> <td>87.3 kB</td> <td class="right aligned"> <span> <a role="button" class="ui compact mini button preview-link" href="/records/1108022/preview/10002101.pdf?include_deleted=0" target="preview-iframe" data-file-key="10002101.pdf"> <i class="eye icon" aria-hidden="true"></i>Preview </a> <a role="button" class="ui compact mini button" href="/records/1108022/files/10002101.pdf?download=1"> <i class="download icon" aria-hidden="true"></i>Download </a> </span> </td> </tr> </tbody> </table> </div> </div> </div> </section> <section id="additional-details" class="rel-mt-2" aria-label="Additional record details"> <h2 id="record-details-heading">Additional details</h2> <div class="ui divider"></div> <div class="ui fluid accordion padded grid rel-mb-1"> <div class="active title sixteen wide mobile four wide tablet three wide computer column"> <h3 class="ui header"> <div id="references-accordion-trigger" role="button" tabindex="0" aria-expanded="true" aria-controls="references-panel" class="trigger" > <i class="caret right icon" aria-hidden="true"></i>References </div> </h3> </div> <div id="references-panel" role="region" aria-labelledby="references-accordion-trigger" class="active content sixteen wide mobile twelve wide tablet thirteen wide computer column" > <ul class="ui bulleted list details-list"> <li class="item">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.</li> <li class="item">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.</li> <li class="item">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.</li> <li class="item">T. Thompson, "An Analysis of Higher-Order Thinking on Algebra I End-of-Course Tests," International Journal for Mathematics Teaching and Learning, Nov. 2011. <a href="http://www.cimt.plymouth.ac.uk/journal/thompson.pdf" rel="noopener">http://www.cimt.plymouth.ac.uk/journal/thompson.pdf</a></li> <li class="item">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.</li> <li class="item">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).</li> <li class="item">National Council of Teachers of Mathematics (NCTM), Principles and standards for school mathematics. Reston, VA: Author, 2000.</li> <li class="item">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.</li> </ul> </div> </div> <div class="ui divider"></div> </section> <section id="citations-search" data-record-pids='{"doi": {"client": "datacite", "identifier": "10.5281/zenodo.1108022", "provider": "datacite"}, "oai": {"identifier": "oai:zenodo.org:1108022", "provider": "oai"}}' data-record-parent-pids='{"doi": {"client": "datacite", "identifier": "10.5281/zenodo.1108021", "provider": "datacite"}}' data-citations-endpoint="https://zenodo-broker.web.cern.ch/api/relationships" aria-label="Record citations" class="rel-mb-1" > </section> </article> <aside class="sixteen wide tablet five wide computer column sidebar" aria-label="Record details"> <section id="metrics" aria-label="Metrics" class="ui segment rdm-sidebar sidebar-container"> <div class="ui tiny two statistics rel-mt-1"> <div class="ui statistic"> <div 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Teachers are encouraged to use\nHOTS activities in the classroom to help their students develop\nhigher order skills and deep thinking. So it is essential to prepare preservice\nteachers to write and use HOTS activities for their students.\nThis paper describes a model for integrating HOTS activities with\nGeoGebra in pre-service teachers\u0027 preparation. This model describes\nfour aspects of HOTS activities and working with them: activity\ncomponents, preparation procedure, strategies and processes used in\nwriting a HOTS activity and types of the HOTS activities. In\naddition, the paper describes the pre-service teachers\u0027 difficulties in\npreparing and working with HOTS activities, as well as their\nperceptions regarding the use of these activities and GeoGebra in the\nmathematics classroom. 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Briers, \"Higher-Order And Lower-Order Thinking\nSkills Achievement In Secondary-Level Animal Science: Does Block\nScheduling Pattern Influence End-Of-Course Learner Performance?,\"\nJournal of Agriculture Education, vol. 41, no. 4, pp. 2-14, 2000."}, {"reference": "T. Thompson, \"An Analysis of Higher-Order Thinking on Algebra I\nEnd-of-Course Tests,\" International Journal for Mathematics Teaching\nand Learning, Nov. 2011.\nhttp://www.cimt.plymouth.ac.uk/journal/thompson.pdf"}, {"reference": "K.W. Hawks, The effects of implementing Bloom\u0027s Taxonomy and\nutilizing the Virginia Standards of Learning Curriculum Framework to\ndevelop mathematics lessons for elementary students. Doctoral thesis,\nLiberty University, 2010."}, {"reference": "I. Mok, J. Cai, and A. Fong Fung, \"Missing learning opportunities in\nclassroom instruction: evidence from an analysis of a well-structured\nlesson on comparing fractions\". The Mathematics Educator, vol. 11, no.\n1-2, pp. 111-126, 2008)."}, {"reference": "National Council of Teachers of Mathematics (NCTM), Principles and\nstandards for school mathematics. Reston, VA: Author, 2000."}, {"reference": "N. Baya\u0027a, and W. Daher, \"The development of college instructors\u0027\ntechnological pedagogical and content knowledge,\" Procedia - Social\nand Behavioral Sciences, vol. 174, pp. 1166 \u2013 1175, 2015."}], "resource_type": {"id": "publication-article", "title": {"de": "Zeitschriftenartikel", "en": "Journal article"}}, "rights": [{"description": {"en": "The Creative Commons Attribution license allows re-distribution and re-use of a licensed work on the condition that the creator is appropriately credited."}, "icon": "cc-by-icon", "id": "cc-by-4.0", "props": {"scheme": "spdx", "url": "https://creativecommons.org/licenses/by/4.0/legalcode"}, "title": {"en": "Creative Commons Attribution 4.0 International"}}], "subjects": [{"subject": "Higher order thinking"}, {"subject": "HOTS activities"}, {"subject": "pre-service\nteachers"}, {"subject": "teachers\u0027 preparation."}], "title": "Integrating HOTS Activities with GeoGebra in Pre-Service Teachers\u0027 Preparation", "version": "10002101"}, "parent": {"access": {"owned_by": {"user": "32148"}, "settings": {"accept_conditions_text": null, "allow_guest_requests": false, "allow_user_requests": false, "secret_link_expiration": 0}}, "communities": {"default": "a59dd046-9a86-4a47-97ce-b51f1bb8fc3f", "entries": [{"access": {"member_policy": "open", "members_visibility": "public", "record_submission_policy": "open", "review_policy": "open", "visibility": "public"}, "children": {"allow": false}, "created": "2017-05-31T21:24:26.028360+00:00", "custom_fields": {}, "deletion_status": {"is_deleted": false, "status": "P"}, "id": "a59dd046-9a86-4a47-97ce-b51f1bb8fc3f", "links": {}, "metadata": {"curation_policy": "", "description": "", "page": "", "title": "World Academy of Science, Engineering and Technology"}, "revision_id": 0, "slug": "waset", "updated": "2017-11-15T12:37:31.935319+00:00"}], "ids": ["a59dd046-9a86-4a47-97ce-b51f1bb8fc3f"]}, "id": "1108021", "pids": {"doi": {"client": "datacite", "identifier": "10.5281/zenodo.1108021", "provider": "datacite"}}}, "pids": {"doi": {"client": "datacite", "identifier": "10.5281/zenodo.1108022", "provider": "datacite"}, "oai": {"identifier": "oai:zenodo.org:1108022", "provider": "oai"}}, "revision_id": 8, "stats": {"all_versions": {"data_volume": 7686536.0, "downloads": 88, "unique_downloads": 85, "unique_views": 68, "views": 69}, "this_version": {"data_volume": 7686536.0, "downloads": 88, "unique_downloads": 85, "unique_views": 68, "views": 69}}, "status": "published", "ui": {"access_status": {"description_l10n": "The record and files are publicly accessible.", "embargo_date_l10n": null, "icon": "unlock", "id": "open", "message_class": "", "title_l10n": "Open"}, "created_date_l10n_long": "January 16, 2018", "creators": {"affiliations": [], "creators": [{"person_or_org": {"family_name": "Wajeeh Daher", "name": "Wajeeh Daher", "type": "personal"}}, {"person_or_org": {"family_name": "Nimer Baya\u0027a", "name": "Nimer Baya\u0027a", "type": "personal"}}]}, "custom_fields": {}, "description_stripped": "High Order Thinking Skills (HOTS) are suggested\ntoday as essential for the cognitive development of students and as\npreparing them for real life skills. 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The paper also describes the contribution of\na HOTS activity to pupils\u0027 learning of mathematics, where this HOTS\nactivity was prepared and taught by one pre-service teacher.", "languages": [{"id": "eng", "title": {"en": "English"}}], "publication_date": "2015-07-01", "publisher": "Zenodo", "references": [{"reference": "J. Ramos, B. Dolipas, and B. Villamo, \"Higher Order Thinking Skills\nand Academic Performance in Physics of College Students: A\nRegression Analysis,\" International Journal of Innovative\nInterdisciplinary Research, vol. 1, no. 4, pp. 48-60, 2013."}, {"reference": "L.H. Newcomb, and M.K. Trefz, \"Levels of cognition of student tests\nand assignments in the College of Agriculture at The Ohio State\nUniversity,\" National Association of College Teachers of Agriculture\nJournal, vol. 31, no. 2, pp. 26-30, 1987."}, {"reference": "C. Edwards, and G. Briers, \"Higher-Order And Lower-Order Thinking\nSkills Achievement In Secondary-Level Animal Science: Does Block\nScheduling Pattern Influence End-Of-Course Learner Performance?,\"\nJournal of Agriculture Education, vol. 41, no. 4, pp. 2-14, 2000."}, {"reference": "T. Thompson, \"An Analysis of Higher-Order Thinking on Algebra I\nEnd-of-Course Tests,\" International Journal for Mathematics Teaching\nand Learning, Nov. 2011.\nhttp://www.cimt.plymouth.ac.uk/journal/thompson.pdf"}, {"reference": "K.W. Hawks, The effects of implementing Bloom\u0027s Taxonomy and\nutilizing the Virginia Standards of Learning Curriculum Framework to\ndevelop mathematics lessons for elementary students. Doctoral thesis,\nLiberty University, 2010."}, {"reference": "I. Mok, J. Cai, and A. Fong Fung, \"Missing learning opportunities in\nclassroom instruction: evidence from an analysis of a well-structured\nlesson on comparing fractions\". The Mathematics Educator, vol. 11, no.\n1-2, pp. 111-126, 2008)."}, {"reference": "National Council of Teachers of Mathematics (NCTM), Principles and\nstandards for school mathematics. Reston, VA: Author, 2000."}, {"reference": "N. Baya\u0027a, and W. Daher, \"The development of college instructors\u0027\ntechnological pedagogical and content knowledge,\" Procedia - Social\nand Behavioral Sciences, vol. 174, pp. 1166 \u2013 1175, 2015."}], "resource_type": {"id": "publication-article", "title": {"de": "Zeitschriftenartikel", "en": "Journal article"}}, "rights": [{"description": {"en": "The Creative Commons Attribution license allows re-distribution and re-use of a licensed work on the condition that the creator is appropriately credited."}, "icon": "cc-by-icon", "id": "cc-by-4.0", "props": {"scheme": "spdx", "url": "https://creativecommons.org/licenses/by/4.0/legalcode"}, "title": {"en": "Creative Commons Attribution 4.0 International"}}], "subjects": [{"subject": "Higher order thinking"}, {"subject": "HOTS activities"}, {"subject": "pre-service\nteachers"}, {"subject": "teachers\u0027 preparation."}], "title": "Integrating HOTS Activities with GeoGebra in Pre-Service Teachers\u0027 Preparation", "version": "10002101"}, "parent": {"access": {"owned_by": {"user": "32148"}, "settings": {"accept_conditions_text": null, "allow_guest_requests": false, "allow_user_requests": false, "secret_link_expiration": 0}}, "communities": {"default": "a59dd046-9a86-4a47-97ce-b51f1bb8fc3f", "entries": [{"access": {"member_policy": "open", "members_visibility": "public", "record_submission_policy": "open", "review_policy": "open", "visibility": "public"}, "children": {"allow": false}, "created": "2017-05-31T21:24:26.028360+00:00", "custom_fields": {}, "deletion_status": {"is_deleted": false, "status": "P"}, "id": "a59dd046-9a86-4a47-97ce-b51f1bb8fc3f", "links": {}, "metadata": {"curation_policy": "", "description": "", "page": "", "title": "World Academy of Science, Engineering and Technology"}, "revision_id": 0, "slug": "waset", "updated": "2017-11-15T12:37:31.935319+00:00"}], "ids": ["a59dd046-9a86-4a47-97ce-b51f1bb8fc3f"]}, "id": "1108021", "pids": {"doi": {"client": "datacite", "identifier": "10.5281/zenodo.1108021", "provider": "datacite"}}}, "pids": {"doi": {"client": "datacite", "identifier": "10.5281/zenodo.1108022", "provider": "datacite"}, "oai": {"identifier": "oai:zenodo.org:1108022", "provider": "oai"}}, "revision_id": 8, "stats": {"all_versions": {"data_volume": 7686536.0, "downloads": 88, "unique_downloads": 85, "unique_views": 68, "views": 69}, "this_version": {"data_volume": 7686536.0, "downloads": 88, "unique_downloads": 85, "unique_views": 68, "views": 69}}, "status": "published", "ui": {"access_status": {"description_l10n": "The record and files are publicly accessible.", "embargo_date_l10n": null, "icon": "unlock", "id": "open", "message_class": "", "title_l10n": "Open"}, "created_date_l10n_long": "January 16, 2018", "creators": {"affiliations": [], "creators": [{"person_or_org": {"family_name": "Wajeeh Daher", "name": "Wajeeh Daher", "type": "personal"}}, {"person_or_org": {"family_name": "Nimer Baya\u0027a", "name": "Nimer Baya\u0027a", "type": "personal"}}]}, "custom_fields": {}, "description_stripped": "High Order Thinking Skills (HOTS) are suggested\ntoday as essential for the cognitive development of students and as\npreparing them for real life skills. Teachers are encouraged to use\nHOTS activities in the classroom to help their students develop\nhigher order skills and deep thinking. So it is essential to prepare preservice\nteachers to write and use HOTS activities for their students.\nThis paper describes a model for integrating HOTS activities with\nGeoGebra in pre-service teachers\u0027 preparation. This model describes\nfour aspects of HOTS activities and working with them: activity\ncomponents, preparation procedure, strategies and processes used in\nwriting a HOTS activity and types of the HOTS activities. In\naddition, the paper describes the pre-service teachers\u0027 difficulties in\npreparing and working with HOTS activities, as well as their\nperceptions regarding the use of these activities and GeoGebra in the\nmathematics classroom. 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Integrating HOTS Activities with GeoGebra in Pre-Service Teachers' Preparation