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This study investigated the geometric cognitive growth of pre-service mathematics teachers in terms of the Van Hiele levels in a technology-enriched environment, as opposed to that of students in a learning environment without any technological enhancements. In order to investigate this, a quasi-experimental non-equivalent comparison group design was used. Similar course content was used for both the control and experimental groups. The students worked through a series of geometry activities and problems. The difference between the groups was that dynamic geometry software was integrated into the teaching of the experimental group. The  Cognitive Development and Achievement in Secondary School Geometry (CDASSG) Van Hiele geometry test was used to determine all the students' level of geometric thinking before and after the course. The study found that the use of dynamic geometry software enhanced student teachers' geometric visualisation, analysis and deduction, but not their ability to informally justify their reasoning and to understand the formal aspects of deduction.

Does the use of technology make a difference in the geometric cognitive growth of pre-service mathematics teachers?