The effect of technology-supported mathematical modeling activities on the development of technological pedagogical content knowledge (TPACK) of preservice teachers

Purpose: The aim of research is to examine the effects of technology-supported mathematical modeling activities on the development of technological pe-dagogical content knowledge (TPACK) of prospective mathematics teachers. Method: Mixed method was used in the research and explanatory sequential design has been adopted. In the quantitative study single group pretest-posttest design was used whereas in the qualitative dimension of research, a case study design has been benefited. The study group for the research consists of 27 prospective mathematics teachers enrolled in the "Geometry and Measurement Teaching" course as part of the primary mathematics teaching undergraduate program at a state university in Eskişehir for the 2023-2024 academic year. Technological Pedagogical Content Knowledge Scale (TPACKS-Mat) was used as the data collection tool in the quantita-tive dimension of the research. In the qualitative dimension of the research, micro-teaching contents are created regarding the outcomes determined by the teacher candi-dates from the mathematics curriculum prepared by the aspirant teachers in groups for teaching geometry during the course process. During the implementation process of the research, 10 activities were shown for the usage of GeoGebra, determined by the researcher. The obtained TPACKS-Mat was analyzed with dependent samples t-Test. Content analysis has been done for the teaching contents they prepared regarding the achievements. Results: According to the data obtained in the research, when the pre-test and post-test averages of the technological pedagogical content knowledge scale of the participant teachers are compared, it is seen that there is an increase. It is seen that they enriched the prepared teaching content in terms of technology use. According to both quantitative and qualitative findings obtained as a result of the research, it was seen that GeoGebra-based activities had a positive effect on participant teachers du-ring the application process. Conclusion and Suggestions: As a result of the findings obtained with the TPACK-Mat scale in the research, a significant difference is seen in all sub-dimensions of TPACK except technological knowledge (TK) of the teacher candidates. When the pre-test and post-test averages of the TK sub-dimension were compared, it was seen that there was an increase. However, there has not statistically significant difference. As a result of the findings obtained from the teaching content prepared by the aspirant teachers, it was seen that the aspirant teachers used GeoGebra effectively in mathematical modeling activities. In addition, they included web pages such as EBA, Wordwall and Quizizz in the teaching content. Keywords: GeoGebra, TPACK, Technology-aided mathematical modeling, aspirant mathematics teachers