Construction of an Analytical Framework to Explore Prospective Teachers' Technological Content Knowledge for Geometry

• In Event: Roundtable Session 50
  In Roundtable Session: Preservice Mathematics Teachers' Knowledge and Understanding

Abstract

With the emergence of new instructional technologies, prospective mathematics teachers (PSTs) are expected to develop principles of learning mathematics with technologies. Consequently, teacher education programs provide courses rich in technology experiences to PSTs to equip them with required knowledge. Technological Pedagogical Content Knowledge (TPACK) was one of the frameworks that identify the nature of knowledge required for technology integration in teaching content. One TPACK component is Technological Content Knowledge (TCK), which was defined in this study as knowledge to use technological affordances while doing mathematics. This study examined 16 middle grade PSTs’ TCK development within a geometry course where they used Geometer’s Sketchpad. This case study resulted in an analytical framework that can be used to assess PSTs’ TCK development.

Authors

• Vecihi Serbay Zambak, Marquette University

• Andrew Tyminski, Clemson University