Abstract
This paper shares the working process that has been carried out in a postgraduate mathematics teacher education course known as Technology in Mathematics Education. Many efforts around the world attempt to train student teachers on the use of technology without giving much attention to appropriate instructional model. Our work in this area gave special considerations in integrating technological pedagogical and content knowledge (TPACK) in taining student teachers to teach mathematics with Geogebra, a dynamic multi-purpose mathematics software. Specifically, this paper shares the (1) theoretical background that guides the structure of the course, (2) the course methodology, which includes teaching and learning activities to prepare 15 student teachers to teach mathematics with GeoGebra and (3) the learning outcomes of the 14 weeks course. The design for integrating teachers' knowledge of subject matter, and teaching with subject matter with the development of TPACK was discussed. Among the geogebra activities emphasized are (1) creating geometric constructions and exploring their mathematical properties (2) exploring ratio and proportions, (3) applying sliders to modify parameters, (4) visualizing algebraic input and functions, and (5) modelling and constructing transformations in geometric designs and animations. Elements of TPACK were traced as the student teachers carried out experimental teaching with geogebra in schools as part of the requirement of the course. The Malaysian mathematics curriculum in its latest development has incorporate geogebra activities in the textbooks. Hopefully with the course we described in this paper, not only more teachers are willing to adopt geogebra but to integrate geogebra effectively in their practices.
Highlights
Successful integration of technology in teaching occurs when teachers are able to use technology tools to help them obtain information, analyze and synthesize the information, and present it to students professionally [1]
We focus on letting student teachers to design GeoGebra mathematical problems and worksheets, so it might help them to design lessons for the main learning outcomes of the course
The process of technological pedagogical and content knowledge (TPACK) development is the process of how TPACK is gained or developed progressively to understand the relationship between the integration of new technology in teaching mathematics among teachers and their professional development
Summary
Successful integration of technology in teaching occurs when teachers are able to use technology tools to help them obtain information, analyze and synthesize the information, and present it to students professionally [1]. In Malaysia, various efforts have been made to improve, maintain and enhance the mathematics education progress with the development of the technological world today. In National Education Blueprint, the Ministry has spent more than RM6 billion on Information and Communication Technology (ICT) to expand capacity and allow for more customized learning [2]. Mathematics teachers are encouraged to teach mathematics using the latest technology to foster students mathematical thinking. A software known as GeoGebra, is one of the most effective educational software in teaching and learning of mathematics and is being the most highlighted technology medium in Malaysian mathematics curriculum. The new secondary mathematics syllabus embed GeoGebra activities in the latest textbooks [3]
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