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The purpose of this study is to define prospective teacher views about using dynamic geometry software for intersection surfaces. The study was conducted as a case study. For this purpose, data collection tool was developed based on the opinion of two experts. The data collection tool consists of 4 open-ended questions related to the intersection surfaces. The research sample consisted of 42 prospective mathematics teachers. Semi-structured interviews were conducted with three prospective teachers to obtain more detailed information. The analysis process was performed within a descriptive-interpretative approach to reveal the effects of dynamics geometry software on prospective teachers’ opinion. Qualitative data was presented under various themes. The obtained data demonstrated that the prospective teachers had difficulties in determining the intersection surfaces, the intersections had been set incorrectly due to the incorrect drawings arising from the challenges in the visualization, and some conclusions had never gone beyond estimations. It was observed that the intersection surfaces were set easily in the learning environment supported by dynamic geometry software thanks to the visualization, cutting and moving features of the software. The obtained findings were supported by the snapshots of the prospective teachers’ answers taken from the dynamic drawings and interview sections before using the software and then. The conclusion was reached that dynamic geometry software contributed more to the prospective teachers in the setting of intersection surfaces than the process in which pen and paper were used. As a result, the dynamics geometry software, especially in the teaching of surface intersection was found to be an effective tool.

Using Dynamic Geometry Software for the Intersection Surfaces