Enhancing Pre‐Service Teachers' Understanding of Quadrilaterals Through Wiki‐Supported Collaborative Learning.
Background: Pre‐service mathematics teachers frequently struggle with understanding the definitions and hierarchical classifications of quadrilaterals, often misidentifying inclusive relationships. These misconceptions hinder their ability to teach geometry effectively and reflect gaps in both conte...
| Publicado en: | Journal of Computer Assisted Learning Vol. 42; no. 3; pp. 1 - 14 |
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| Formato: | pictorial research tables/charts Journal Article |
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Wiley-Blackwell
Jun2026
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=194050891&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 194050891 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Jun2026 vid: 42 iid: 3 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 194050891 194050891 194050891 10.1002/jcal.70247 194050891 ppf: 1 ppct: 13 formats: tig: atl: Enhancing Pre‐Service Teachers' Understanding of Quadrilaterals Through Wiki‐Supported Collaborative Learning. aug: au: Duatepe‐Paksu, Asuman affil: Mathematics and Science Education Department, Pamukkale University, Denizli, Turkey sug: subj: Mathematics Education Teachers Education Learning Methods World Wide Web Utilization Collaboration Online Education Teachers Psychosocial Factors Human Pilot Studies Program Implementation Content Analysis Task Performance and Analysis Professional Knowledge Peer Group Feedback Convenience Sample Male Female Descriptive Statistics Male Female ab: Background: Pre‐service mathematics teachers frequently struggle with understanding the definitions and hierarchical classifications of quadrilaterals, often misidentifying inclusive relationships. These misconceptions hinder their ability to teach geometry effectively and reflect gaps in both content knowledge and pedagogical readiness. While collaborative digital tools like wikis have demonstrated potential for fostering reflective and dialogic learning, their application in mathematics teacher education remains limited and underexplored. Objectives: This study aimed to investigate how a wiki‐based collaborative learning environment could enhance pre‐service teachers' conceptual understanding of quadrilaterals and inform the development of evidence‐based instructional design principles. Methods: This study adopted a three‐phase Design‐Based Research (DBR) methodology, comprising a pilot study and two iterative cycles, with 31 pre‐service mathematics teachers participating (4 pilot, 8 Iteration 1, 19 Iteration 2). The intervention used a Moodle‐based wiki in which participants collaboratively defined six quadrilaterals and determined instructional sequencing. Each phase involved designing wiki scaffolds, implementing the task, and analysing weekly wiki logs and interaction patterns to inform iterative refinements to task structure and scaffolding. Improvements were made on task design and scaffolding strategies between cycles considering wiki content analysis. Results and Conclusions: Findings indicate that wiki‐supported collaboration progressively enhanced participants' definitional precision, engagement in hierarchical reasoning, and pedagogical content knowledge. Over time, learners shifted from exclusive to inclusive definitions, demonstrating advancement along van Hiele levels of geometric thinking. Despite persistent challenges such as uneven participation and limited multimodal representation, the study confirms the potential of wikis as social constructivist tools in teacher education and contributes practical design principles for integrating collaborative technologies into mathematics instruction. Practitioner Notes /Lay Summary: What is currently known about this topic? Pre‐service teachers often misclassify quadrilaterals and their properties.Understanding inclusive definitions indicates advancement in van Hiele's geometry model.Wikis can support collaborative learning but are underused in mathematics.Effective wiki use requires scaffolding, structure, and peer engagement.What does this paper add? Shows how wiki tasks improve quadrilateral knowledge among pre‐service teachers.Demonstrates a shift from exclusive to inclusive definitions across iterations.Identifies persistent challenges such as uneven participation in collaboration.Provides empirically grounded design principles for wiki use in teacher training.Implications for practice/policy Teacher education should integrate structured wiki‐based collaborative activities.Clear scaffolds and role expectations are vital for productive peer interaction.Wikis can help future teachers connect content knowledge with pedagogy.Policy should promote digital collaboration tools in mathematics teacher training. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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