## Contents of Vol. 27 No. 4 (2020)

**The Effect of Web-based Homework on Student’s Mathematics Self-Efficacy**

By Nour Awni Albelbisi

The purpose of this study is to investigate the effect of the adoption of web-based homework on mathematics selfefficacy level among secondary school students through using a mathematics web-based homework package called MyiMaths. In this study, a theoretical framework has been proposed by integrating the Technology acceptance model (TAM) with the self-efficacy theory. Three hundred and fortyfive structured questionnaires were collected from secondary school students in Malaysia. The data were analysed using Partial Least Squares Structural Equation Modeling (PLSSEM) technique. The findings exposed that there were significant relationships between perceived usefulness, perceived ease of use and attitude toward the use of a webbased mathematics homework tool. A significant relationship was also found between attitude and mathematics self-efficacy factor. Researchers and instructors should consider the opportunity that the web-based homework tools can offer to

successfully help students to develop mathematics self-efficacy level.

**Preservice Mathematics Teachers’ Instrumental Genesis and Their Development of Geometric Knowledge in a Dynamic Geometry Environment**

By Xiangquan Yao

The emergence of dynamic geometry software influences the teaching and learning of geometry among learners of all ages. Relying on the theory of instrument, this study examined the relationship between preservice mathematics teachers’ instrumental genesis and their development of geometric knowledge when solving geometry construction problems with the Geometer’s Sketchpad (GSP). Data analysis revealed the coevolution between instrumental genesis and geometric knowledge. Two preservice secondary mathematics teachers’ explorations on two geometry problems are shared to illustrate this coevolutionary relationship. This relationship can be summarized as the following. Guided by his prior knowledge of geometry and GSP techniques, the participant first used particular GSP tools to obtain a geometric figure possibly through a non-constructible method. Through manipulating this geometric figure by various modalities of dragging and measuring as well as other instrument-mediated actions, the participant observed new geometric properties. The participant then used this newly developed knowledge to guide his GSP usage, which led him to create a dynamic figure or develop an alternative construction. This process might go through multiple iterations. It highlights the dynamic interactions among the learner, mathematical task, and technological tool, through which new geometric knowledge and meaningful ways of using technology emerge.

**Teaching Algebraic Curves for Gifted Learners at Age 11 by Using LEGO Linkages and GeoGebra**

By Zoltán Kovács

A summary of an experimental course on algebraic curves is given that was held for young learners at age 11. The course was a part of Epsilon camp, a program designed for very gifted students who have already demonstrated high interest in studying mathematics. Prerequisites for the course were mastery of Algebra I and at least one preliminary year in a prior Epsilon camp. The summary gives an overview of the flow of teaching, the achieved results and some evaluation of the given feedback.

**Dynamic Investigation of Area Conservation Properties Using Computer Technology in a Classroom Activity**

By Victor Oxman, Moshe Stupel and Idan Tal

The article presents some examples of plane geometric variance of an area with the use computer technology that can serve as appropriate tools for teachers for adaptation and preparation of pedagogical presentations that will help students along the process of fruitful conjectures formation and eventually construction of formal deductive proofs. Some of the examples are original, and all of which are beautiful and insightful, and are categorized by geometrical topics. The mathematical proofs of the selected examples are very simple and do not require the use of “heavy” mathematical tools. All the examples have links to applets prepared in GeoGebra-Tube. The consequences of all the examples can be formulized as mathematical propositions, and vice versa, meaning any mathematical proposition might demonstrate a situation of variance and invariance properties.

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