MATHEMATICS COACHING FOR A MIDDLE SCHOOL MATHEMATICS TEACHER’S TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) DEVELOPMENT IN GEOMETRY

Date

2024-9

Author

Akgül, Mustafa Buğra

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The aim of this study was to investigate the TPACK (Technological Pedagogical Content Knowledge) development of a middle school mathematics teacher working in a private school in the sixth-grade geometry learning areas of 'Angles and Measurement of Area' through mathematics coaching and the teacher's perception of mathematics coaching regarding TPACK development. The data collection tools for this qualitative research study to monitor changes in the teacher’s TPACK across the themes of the TPACK Development Model developed by Niess, Ronau et al. (2009) included 1) TPACK interview before mathematics coaching, 2) observations of teaching practices before mathematics coaching, 3) pre-conferences, 4) observations of teaching practices during mathematics coaching, 5) post-conferences, 6) observations of teaching practices after mathematics coaching, and 7) TPACK interview after mathematics coaching. The teacher's perception of mathematics coaching related to TPACK development was investigated through Mathematics Coaching Interview. The teacher’s TPACK development was analyzed using the TPACK Development Model through deductive analysis. The findings revealed that the teacher progressed to higher levels across the curriculum and assessment theme, the learning theme, the teaching theme, and the access theme and corresponding descriptors of the TPACK Development Model. The findings also indicated that the teacher improved instructional practices by incorporating technology-enriched lessons, with GeoGebra as the main technological tool, through participation in mathematics coaching, and progressed from Pedagogical Content Knowledge (PCK) to TPACK throughout the coaching process. These results emphasize the effectiveness of mathematics coaching in supporting TPACK development, improving teaching practices, and enhancing the integration of technology into classroom instruction.

Subject Keywords

Mathematics Coaching, Professional Development of Teachers, Technological Pedagogical Content Knowledge, GeoGebra, Geometry

URI

https://hdl.handle.net/11511/111028

Collections

Graduate School of Social Sciences, Thesis