Pre-service mathematics teachers’ engagement with dynamic geometry software: Technological actions, challenges, and perceptions

Dynamic geometry software (DGS) tools, such as GeoGebra (GGB) and Geometer’s Sketchpad (GSP), are widely promoted for supporting mathematics learning. However, their effective use remains challenging for pre-service mathematics teachers (PMTs), who often struggle to translate digital affordances into pedagogically meaningful practice. Despite growing interest in DGS integration, little is known about how different platforms shape PMTs’ instructional decisions, especially during professional training. This study aimed to investigate how PMTs engaged with GGB and GSP by analysing their technological actions, challenges, and evolving perceptions during collaborative task design in a professional development context. Data were collected from 56 PMTs in 14 groups during a semester-long course on teaching mathematics with technology. A mixed-methods approach was used to analyse mini-lesson videos, lesson plans, DGS materials, and reflective notes. The results revealed that PMTs employed more technological actions in GSP than in GGB, especially in the function-based action category. Technical and pedagogical challenges varied across platforms, with GGB posing greater issues in classroom orchestration and GSP in usability. Reflective data revealed distinct shifts: GGB users grew from unfamiliarity to competence, while GSP users adopted more evaluative stances toward classroom implementation. Effective use of DGS in teacher education requires not only technical training but also scaffolded pedagogical planning and reflection. Balanced exposure to different tools can help PMTs develop adaptive, content-sensitive instructional strategies with technology.