Mathematics teachers' knowledge in using dynamic geometry software (DGS) based on the TPACK framework

Abstract

This research aimed to describe the TPACK of mathematics teachers in learning activities using dynamic geometry software (DGS). This research was a qualitative case study. The participants of this research were 2 junior high school mathematics teachers who taught using dynamic geometry software (DGS), namely GeoGebra. The data was collected by recording the learning activities carried out by the teachers and interviews. The data obtained were analyzed by the stages of transcribing data, categorizing data, reducing data, studying and analyzing data, and making conclusions. This research concluded that based on the TPACK framework, in DGS-assisted learning the participants used knowledge of using DGS (TK.ts), knowledge of representation on a specific topic using DGS (TCK.rc), knowledge of learning strategies using DGS (TPK.sg), knowledge of teaching using DGS based on student characteristics (TPK.lg), knowledge of learning strategies on a specific topic using DGS (TPACK.sc), knowledge of student characteristics in learning a specific topic using DGS (TPACK.lc), and knowledge about teaching using DGS representation on a particular material (TPACK.rc).