Teaching Geometry with Technology: A Case Study of One Teacher’s Technological Pedagogical Content Knowledge

Abstract

This qualitative case study investigated how high school teachers developed and used their knowledge in teaching geometry with technology. In particular, this study focused on teachers' technological pedagogical content knowledge (TPACK) and their integration of dynamic geometry in the classroom instruction. This paper reports findings from one of the four cases. The sources of data included: an initial interview, observations, documents, a closing interview, a survey, implementation questionnaires, professional development attendance records and the researcher's log. Data analysis utilized the TPACK Development Model to describe participant's dynamic geometry integration and to identify her TPACK development levels. The researcher was able to identify all TPACK development levels for the participant, which was an unexpected finding since the participant was an experienced teacher and long-term technology user.