Reflective and reflexive beliefs of two pre-service secondary Mathematics teachers

The objective of this paper is to present two preservice secondary mathematics teachers‟ beliefs about teaching Geometric Transformations (GTs) using Geometer‟s Sketchpad (GSP). The study comprised of series of five task-based interviews with each of two participants, who were senior undergraduate preservice teachers, at a medium-sized public university in the Rocky Mountain Region of the United States. I used radical constructivist grounded theory (RCGT) as a theoretical frame to guide this study process. The results of study includereflective and reflexive beliefs about teaching GTs with GSP. These beliefs have been further explored as pre-reflective, in-reflective, post-reflective, pre-reflexive, in-reflexive, and post-reflexive beliefs of two preservicesecondary mathematic teachers about teaching GTs with GSP. Pedagogical implications of these belief categories arewidely discussed.