An Algebra Teacher's Instructional Decision-Making Process with GeoGebra: Thinking with a TPACK Mindset

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Author(s): Jacob Felger (Mississinewa Community Schools, USA)and Kathryn G. Shafer (Ball State University, USA)
Copyright: 2016
Pages: 26
Source title: Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age
Source Author(s)/Editor(s): Margaret Niess (Oregon State University, USA), Shannon Driskell (University of Dayton, USA)and Karen Hollebrands (North Carolina State University, USA)
DOI: 10.4018/978-1-5225-0120-6.ch019

Keywords: Education / Information Science Reference / Teacher Education

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Abstract

This chapter shares results of a classroom-based action research study on instructional decision-making when teaching a unit on linear functions with GeoGebra, a dynamic algebra environment. The TPACK / Student Knowledge Matrix developed by provided a structure for unit planning and lesson development. The matrix combines the three categories of teacher knowledge – technological, pedagogical, and content – with four levels of student knowledge – declarative, procedural, schematic, and strategic. While implementing the four-week unit, the algebra teacher used multiple data sources to document day-to-day decision-making. Data analysis revealed decisions were guided by the need to improve clarity, to increase interactivity, to highlight connections between representations, and to use GeoGebra as a tool to increase understanding. Throughout the unit, GeoGebra became a tool for computation, transformation, data collection and analysis, and error checking.

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An Algebra Teacher's Instructional Decision-Making Process with GeoGebra: Thinking with a TPACK Mindset

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