{"id":1993,"date":"2022-02-08T11:29:15","date_gmt":"2022-02-08T16:29:15","guid":{"rendered":"https:\/\/tpack.pages.wm.edu\/?p=1993"},"modified":"2022-02-08T11:29:15","modified_gmt":"2022-02-08T16:29:15","slug":"1993","status":"publish","type":"post","link":"https:\/\/tpack.org\/tpackrefs\/archives\/1993","title":{"rendered":""},"content":{"rendered":"\n<p>Tatar, E., Aldemir, R., &amp; Niess, M. L. (2018). Teaching geometry in the 21<sup>st<\/sup>\u00a0century: Investigating\u00a0teachers\u2019 technological pedagogical content knowledge levels.\u00a0<em>Journal of Computers in\u00a0Mathematics &amp; Science Teaching<\/em>,\u00a0<em>37<\/em>(2), 111\u2013129.\u00a0<a href=\"https:\/\/www.learntechlib.org\/primary\/p\/174326\/.\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/www.learntechlib.org\/primary\/p\/174326\/.<\/a><\/p>\n\n\n\n<p>Abstract: <\/p>\n\n\n\n<p>\u201cThis qualitative case study investigated teachers&#8217; Technological Pedagogical Content Knowledge (TPACK) for teaching high school geometry in Turkey. Four TPACK components and their corresponding five TPACK level descriptions were used for examining three geometry teachers&#8217; TPACK through their technological instructional plans, microteaching experiences. and semi-structured interviews. While the interviews suggested TPACK thinking among the TPACK levels, the microteaching experiences and instructional plans revealed a level prior to the formal TPACK levels. A pre-recognizing level indicated that while teachers may envision ways to integrate technologies in their instruction, they are less likely to implement these ideas in their instruction.\u201d&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Tatar, E., Aldemir, R., &amp; Niess, M. L. (2018). Teaching geometry in the 21st\u00a0century: Investigating\u00a0teachers\u2019 technological pedagogical content knowledge levels.\u00a0Journal of Computers in\u00a0Mathematics &amp; Science Teaching,\u00a037(2), 111\u2013129.\u00a0https:\/\/www.learntechlib.org\/primary\/p\/174326\/. Abstract: \u201cThis qualitative case study investigated teachers&#8217; Technological Pedagogical Content Knowledge (TPACK) for teaching high school geometry in Turkey. Four TPACK components and&#8230;<\/p>\n<div class=\"more-link-wrapper\"><a class=\"more-link\" href=\"https:\/\/tpack.org\/tpackrefs\/archives\/1993\">Continue reading<span class=\"screen-reader-text\"><\/span><\/a><\/div>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[3,14],"tags":[160,430,499,560,703],"coauthors":[2301],"class_list":["post-1993","post","type-post","status-publish","format-standard","hentry","category-journal-article","category-empirical-research","tag-case-study","tag-qualitative-research","tag-mathematics-teachers","tag-turkey","tag-geometry","entry"],"_links":{"self":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/1993","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/comments?post=1993"}],"version-history":[{"count":0,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/1993\/revisions"}],"wp:attachment":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/media?parent=1993"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/categories?post=1993"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/tags?post=1993"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/coauthors?post=1993"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}