Yildiz, E., & Arpaci, I. (2024). Understanding pre-service mathematics teachers’ intentions to use GeoGebra: The role of technological pedagogical content knowledge. Education and Information Technologies. https://doi.org/10.1007/s10639-024-12614-1 Abstract: “The research investigated the “Technological Pedagogical Content Knowledge” (TPACK) of pre-service mathematics teachers and its impact on their sustained intention to utilize GeoGebra…
Comments closedTag: GeoGebra
Bedewy, S. E., Lavicza, Z., Haas, B., & Lieban, D. (2022). A STEAM practice approach to integrate architecture, culture and history to facilitate mathematical problem-solving. Education Sciences, 12, Article 9. https://doi.org/10.3390/educsci12010009 Abstract: “In this paper we propose STEAM practices that would foster mathematics learning through modelling architecture while connecting to…
Comments closedEdirisinghe, M. N. S. (2023). The use of mobile technology apps when teaching and learning geometry in Sri Lankan secondary schools [Doctoral thesis, University of Waikato]. University of Waikato Research Commons. https://hdl.handle.net/10289/15710 Abstract: “In the last decade, there has been rapid development of digital technologies (DT), and their adoption in…
Comments closedBueno, R. W. da S., Lieban, D., & Ballejo, C. C. (2021). Mathematics teachers’ TPACK development based on an online course with Geogebra. Open Education Studies, 3(1), 110–119. https://doi.org/10.1515/edu-2020-0143 Abstract: “This paper aims to discuss the Technological Pedagogical Content Knowledge (TPACK) development by mathematics teachers (preservice and inservice) that participated in…
Comments closedEl-Kasti, H. (2018). Effect of a collaborative and iterative GeoGebra module on in-service mathematics secondary teachers’ zones, practices, and technological pedagogical content knowledge [Doctoral dissertation, Lebanese University]. ResearchGate. http://dx.doi.org/10.13140/RG.2.2.14851.02087 Abstract: “The main purpose of this study was to determine how and to what extent in-service secondary mathematics teachers’ technology practices…
Comments closedBenning, I., Linsell, C., & Ingram, N. (2023). Examining the changes in mathematics teachers’ technology dispositions through GeoGebra-mediated professional development. Asian Journal for Mathematics Education. Advance online publication. https://doi.org/10.1177/27527263231163276 Abstract: “Drawing on a technology dispositions framework, this study examined the changes in teachers’ beliefs, attitudes, competence, and behavioral intentions toward…
Comments closedBretscher, N. (2022). Conceptualising TPACK within mathematics education: Teachers’ strategies for capitalising on transitions within and beyond dynamic geometry software. Digital Experiences in Mathematics Education. Advance online publication. https://doi.org/10.1007/s40751-022-00115-0 Abstract: “This article investigates the knowledge arising in mathematics teachers’ planning of how to manage transitions within and beyond dynamic geometry…
Comments closedFelger, J., & Shafer, K. G. (2016). An algebra teacher’s instructional decision-making process with GeoGebra: Thinking with a TPACK mindset. In M. Niess, S. Driskell, & K. Hollebrands (Eds.), Handbook of research on transforming mathematics teacher education in the digital age (pp. 493-518). IGI Global. https://doi.org/10.4018/978-1-5225-0120-6.ch019 Abstract: “This chapter shares results of…
Comments closedAygün, B., Uzun, N., & Atasoy, E. (2016). An examination of teacher candidates level of proficiency in technopedagogical education. Turkish Journal of Computer and Mathematics Education, 7(2), 393-416. doi:10.16949/turcomat.37361 Abstract: “The purpose of this study is to investigate preservice elementary mathematics teachers` techno pedagogical knowledge competencies and performance indicators defining these…
Comments closed