Abstract
Eight teachers of third, fourth, fifth and sixth grades participated in a one-year-long in-service training on embedding the mathematics software approved by the Greek Pedagogical Institute (PI) in their teaching practices. During this training programme we explored – through grounded theory (GT) research method a the ways that the teachers embedded the software in their teaching practices b the impact of teachers' embedding educational software (ES) on their pedagogical content knowledge (PCK) (Shulman, 1986) during their in-service training. Data analysis revealed that the participating teachers improved their PCK practices and they also embedded the mathematics educational software supportive material in their teaching practices in ways that depended on the softwares' 'open-or not exploratory' types.
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