Pre-service mathematics teachers’ geometric reasoning skills with technology-integrated guided inquiry approach

This study was intended to examine the progress of geometric reasoning skills pre-service mathematics teachers (PSMTs) in College Teacher Education, Oromiya, Ethiopia. In study, there were three different classes: EG1 (n=48), EG2 (n=38), and CG (n=30), where PSMTs treated with technology into guided inquiry-based learning (TGIBL), (GIBL), a conventional approach. A test used collect data. The data analyzed using one-way ANOVA paired sample t-test. findings showed that effect GIBL model assisted by higher when compared other two models. On hand, t-test significant mean gains TGIBL approaches. Hence, must be integrated teaching geometry at CTEs promote PSMTs’ skills.