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Dynamic Approach to Teaching Geometry: A Study of Teachers' TPACK Development
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Author(s): Ewelina Suchacka McBroom (Southeast Missouri State University, USA), Zhonghong Jiang (Texas State University, USA), M. Alejandra Sorto (Texas State University, USA), Alexander White (Texas State University, USA)and Edwin Dickey (University of South Carolina, USA)
Copyright: 2016
Pages: 32
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.ch020
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Abstract
Secondary geometry teachers from several urban school districts participated in a two-year professional development focused on integrating dynamic geometry into teaching. The chapter documents the positive impact of the professional development for teachers' Technological Pedagogical Content Knowledge (TPACK) development and their students' achievement in geometry through the use of the dynamic geometry approach. Instruments used to develop and assess teachers' TPACK included a Conjecturing-Proving Test, interviews and observation protocols. Participants' TPACK levels were identified using a TPACK Development Levels Assessment Rubric. Findings show that teachers' TPACK tended to remain within the three middle TPACK levels (accepting, adapting, and exploring). Recommendations and suggestions for future research are offered to those who implement school-based, mixed methods research studies involving technology.
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