摘要：This research firstly aims to reveal thepedagogical potentials and limitations of dynamic geometry software (DGS). Forthis purpose, research on Cabri (2D/3D/Plus), the Geometer’s Sketchpad,GoogleSketchUp, GeoGebra and Logo software was reviewed and compiled. As aresult of the research, it appears that DGS offers an effective pedagogicalenvironment because of its ability to interact with digital materials and allowfor geometric objects to be seen from all sides. However, we found thatteachers have some problems in combining DGS with class pedagogy. In thisstudy, the effects of gender, age, education level, skill in using technologyand the influence of professional experience were also examined in relation toprimary school mathematics teachers’ preferences in using DGS. As a result ofthis research, it was found that GeoGebra and Cabri were the most-used DGSpackages by primary school mathematics teachers, while other geometry softwarewas less preferred by teachers.This research firstly aims to reveal thepedagogical potentials and limitations of dynamic geometry software (DGS). Forthis purpose, research on Cabri (2D/3D/Plus), the Geometer’s Sketchpad,GoogleSketchUp, GeoGebra and Logo software was reviewed and compiled. As aresult of the research, it appears that DGS offers an effective pedagogicalenvironment because of its ability to interact with digital materials and allowfor geometric objects to be seen from all sides. However, we found thatteachers have some problems in combining DGS with class pedagogy. In thisstudy, the effects of gender, age, education level, skill in using technologyand the influence of professional experience were also examined in relation toprimary school mathematics teachers’ preferences in using DGS. As a result ofthis research, it was found that GeoGebra and Cabri were the most-used DGSpackages by primary school mathematics teachers, while other geometry softwarewas less preferred by teachers.
