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An Algebra Teacher's Instructional Decision-Making Process With GeoGebra: Thinking With a TPACK Mindset

An Algebra Teacher's Instructional Decision-Making Process With GeoGebra: Thinking With a TPACK Mindset

Jacob Felger, Kathryn G. Shafer
Copyright: © 2018 |Pages: 26
ISBN13: 9781522556312|ISBN10: 1522556311|EISBN13: 9781522556329
DOI: 10.4018/978-1-5225-5631-2.ch038
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MLA

Felger, Jacob, and Kathryn G. Shafer. "An Algebra Teacher's Instructional Decision-Making Process With GeoGebra: Thinking With a TPACK Mindset." Teacher Training and Professional Development: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2018, pp. 863-888. https://doi.org/10.4018/978-1-5225-5631-2.ch038

APA

Felger, J. & Shafer, K. G. (2018). An Algebra Teacher's Instructional Decision-Making Process With GeoGebra: Thinking With a TPACK Mindset. In I. Management Association (Ed.), Teacher Training and Professional Development: Concepts, Methodologies, Tools, and Applications (pp. 863-888). IGI Global. https://doi.org/10.4018/978-1-5225-5631-2.ch038

Chicago

Felger, Jacob, and Kathryn G. Shafer. "An Algebra Teacher's Instructional Decision-Making Process With GeoGebra: Thinking With a TPACK Mindset." In Teacher Training and Professional Development: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 863-888. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-5631-2.ch038

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Abstract

This chapter shares results of a classroom-based action research study on instructional decision-making when teaching a unit on linear functions with GeoGebra, a dynamic algebra environment. The TPACK / Student Knowledge Matrix developed by provided a structure for unit planning and lesson development. The matrix combines the three categories of teacher knowledge – technological, pedagogical, and content – with four levels of student knowledge – declarative, procedural, schematic, and strategic. While implementing the four-week unit, the algebra teacher used multiple data sources to document day-to-day decision-making. Data analysis revealed decisions were guided by the need to improve clarity, to increase interactivity, to highlight connections between representations, and to use GeoGebra as a tool to increase understanding. Throughout the unit, GeoGebra became a tool for computation, transformation, data collection and analysis, and error checking.

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