Abstract

This study investigates the impact of teachers' knowledge on the integration of dynamic mathematics software into constructivist pedagogy, focusing on pre-service mathematics teachers' use of Mathematics Analysis Software. Using a quantitative research design and a cross-sectional survey, data were collected from 124 lower secondary mathematics teachers during the preliminary phase of the study. The survey, adapted from the Technological Pedagogical Content Knowledge framework, assessed teachers' technological knowledge, content knowledge, pedagogical knowledge, and their intersections, including pedagogical content knowledge, technological content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge. Teachers' classroom practices with dynamic mathematics software were analyzed at the classroom, task, and subject levels, while their professional development needs were explored through open-ended questions. The findings reveal significant relationships between various Technological Pedagogical Content Knowledge constructs and their influence on classroom practices. Notably, teachers’ integrated knowledge across technology, pedagogy, and content was found to be a strong predictor of their ability to use dynamic mathematics software in classroom, subject, and task-level teaching. However, some relationships, such as content knowledge to technological content knowledge, were not significant. The study highlights the importance of professional development in enhancing teachers' Technological Pedagogical Content Knowledge and their effective use of dynamic mathematics software in constructivist teaching. These findings provide valuable insights for improving mathematics education and inform future research on integrating technology into pedagogy.

Keywords

References

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