In the pursuit of a course design: a tpack-based geometry for preservice mathematics teachers

Abstract

Preservice mathematics teachers seem to need professional support regarding the use of educational technologies to teach geometry topics. Particularly, our previous study showed that when it comes to their techno-pedagogical content knowledge (TPACK), they self-report to need guidance to teach with technology. The purpose of this study was to develop a 14-week course to increase their TPACK in hopes of bridging the knowledge gap identified in earlier studies. This paper summarized the course content with a humble expectation to get valuable feedback from an international audience. The developed course included lessons on components of TPACK, which were found to require improvement to best meet future students’ needs in teaching geometry with technology. We hope that preservice teachers’ TPACK levels will be improved after the course.