A Teaching Experiment That Aims to Develop Pre-Service Mathematics Teachers’ Technological Pedagogical and Content Knowledge

Abstract

The main purpose of this study was to examine pre-service secondary mathematics teachers’ (PSMTs) levels and development of technological, pedagogical and content knowledge (TPACK). In line with this purpose, this study was designed to use teaching experiment methodology within a course. Therefore, while examining PSMTs’ development of TPACK, an appropriate teaching method that supported development of PSMTs’ TPACK was shared in this article. The participants of the study were 28 fourth grade PSMTs. The teaching experiment methodology, one of the methods of qualitative research design, was used in the study. By using this method, PSMTs were taught about how to integrate technology into mathematics education, how to use varios mathematics and geometry dynamic software, interactive applications that are used in mathematics education and various websites related to education during 16 weeks and four hours in each week. The data was collected during the experiment, and analyzed by using content analysis and document analysis methods. The results show that PSMTs’ TPACK levels were developed by applying the teaching experiment methodology. Particularly, in the activities they designed, lesson plans, reflections and free writings, it was observed that PSMTS’ skills about how to integrate technology in order to ease the learning and teaching of mathematics and utilizing it were developed. Within this context, it is thought that technology integrated courses or technology based courses should be taught in the education programs.