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Teaching Geometry In The 21st Century: Investigating Teachers’ Technological Pedagogical Content Knowledge Levels

, Atatürk University, Turkey ; , Kafkas University, Turkey ; , Oregon State University, United States

JCMST Volume 37, Number 2, ISSN 0731-9258 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

This qualitative case study investigates teachers’ Technological Pedagogical Content Knowledge (TPACK) when teaching high school geometry. Geometry teachers’ TPACK was examined through four recognized TPACK components, considering the teacher-participants’: (1) overarching conceptions about the purposes for incorporating technology in teaching solid geometry, (2) knowledge of students’ understandings, thinking and learning in solid geometry with technology, (3) knowledge of curriculum and curricular materials that integrate technology in learning and teaching solid geometry topics, and (4) knowledge of instructional strategies and representations for teaching and learning secondary solid geometry topics with technologies. Five TPACK levels (recognizing, accepting, adapting, exploring and advancing) framed the investigation with the four TPACK components. Three high school mathematics teachers participated in the study through semi-structured interviews, preparation of course plans and microteaching experiences. The results revealed that the teachers were generally at a level not represented in the five levels, rather were at a level called pre-recognizing. Examination of the teachers’ TPACK levels through the microteaching experiences and their course plans suggested levels lower than that identified through their interviews. This result suggests that while teachers may be able to envision ways to integrate the technologies in their instruction, they are less likely to actually follow through in their actual teaching.

Citation

Tatar, E., Aldemir, R. & Niess, M. (2018). Teaching Geometry In The 21st Century: Investigating Teachers’ Technological Pedagogical Content Knowledge Levels. Journal of Computers in Mathematics and Science Teaching, 37(2), 111-129. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 18, 2018 from .

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