Analysis of development of technological pedagogical content knowledge on geometry of mathematics teachers

In our age, when technology is an inseparable part of the education and training process, big budgets have been allocated to provide technological infrastructure in institutions of secondary education. It is highly important for teachers to have the competence of technological pedagogical content knowledge (TPACK) to successfully integrate technology into their lessons. The aim of this study is to examine the development of TPACK on geometry of mathematics teachers through an in-service training course designed for the use of Geogebra software in geometry teaching. For this purpose, the TPACK components which have been focused on the research, have been determined as adapting to teaching geometry with technology, knowledge of curriculum that integrate technology with teaching geometry, knowledge of students' understandings and learnings with technology in geometry, knowledge of instructional strategies and methods for teaching geometry with technology. This research has been carried out with 4 mathematics teachers who work in Anatolian High Schools located in center of Kars province center and have different service period. The in-service training course which was designed for 21 hours has been implemented in the spring semester of 2014-2015 academic year. In the course program which was structured with considering Technology Integration Model, the use of Geogebra software in the context of material prepared by the researchers with considering learning gains of geometry in 9th and 10th grade classes and it has been exemplified how it can be used in lessons with discovery strategy. In this study in which holistic multiple case study method applied, teacher and student interviews, observation, self-assessment form and field notes have been used as data collection tool. Interviews that performed before and after the application have been recorded by the audio recording and course observations performed throughout the application have been recorded by the video recording. Analyzes of obtained data have been conducted by the MAXQDA 12 packet program and using descriptive and content analysis techniques together. The findings of the study illustrated that mathematics teachers improved components such as adapting to teaching geometry with technology, knowledge of curriculum that integrate technology with teaching geometry, knowledge of students' understandings and learnings with technology in geometry, knowledge of instructional strategies and methods for teaching geometry with technology thanks to the in-service training course. It has been determined that only one teacher resisted to changing the teaching strategy and method used. In light of these findings, it can be suggested that in-service training courses aiming at TPACK development of mathematics teachers for different class levels and different subjects should be designed in and inspected for the effective use of existing technological infrastructure in high schools. It may also be suggested that in-service training courses to be organized may include the observation of teachers' in-class practices and support teachers to overcome the difficulties they face.