Mathematics Teachers Technological Content Knowledge (TCK) in using Dynamic Geometry Software

Abstract

Technological content knowledge (TCK) is a framework that describes the knowledge required by teachers to represent material using technology. This paper reveals the knowledge of mathematics teachers in representing geometry material in software called GeoGebra. We analyzed the process of constructing geometrical objects in geometry problems by teachers who participated in a workshop on the use of GeoGebra in teaching mathematics. The approach used is a qualitative case study. 47 in-service mathematics teachers participated on training on the use of Geogebra in mathematics teaching. Researchers distributed questionnaires to 47 participants, and determined 7 subjects representing high, medium, and low questionnaires of Technological Pedagogical Content Knowledge (TPACK). Subject were given a task, to find out Technological Content Knowledge (TCK) of teachers in using geogebra, and observed them while they were doing the task. Observation was made when the process of constructing geometric objects into geogebra was taking place. Interviews were conducted to obtain more in-depth information that was not found by researchers in the observation process. Teachers’ knowledge in representing the geometry material in GeoGebra was reviewed based on how the knowledge supports the problem solving process. The results show that the knowledge can be divided into two groups: Constructive TCK and Obstructive TCK.