An Investigation of TPACK Using the Scenario Technique: The Case of a Misconception Related to the Graphical Understanding of Derivatives

Virtual Paper ID: 58134
  1. aaa
    Zeynep Sahin
    Marmara University
  2. aaa
    Hatice Akkoç
    Marmara University

Abstract: This study aims to investigate pre-service mathematics teachers’ (PMTs) TPACK (Technological Pedagogical and Content Knowledge) using a scenario in the context of a misconception about the graphical interpretation of derivatives. Utilizing the SAMR Model (Substitution, Augmentation, Modification, Redefinition) and the Instructional Quality framework, we propose a two-dimensional model called Techno-Pedagogical Integration Matrix (TPIM) to explore PMTs’ TPACK. In this research, case survey model was used. Participants are 14 senior PMTs enrolled in a mathematics teacher preparation program in Istanbul, Turkey. Findings showed that PMTs developed solutions to overcome the misconception in the scenario without using the technological tool available to them. They attempted to overcome the misconception through activating prior knowledge and cognitive conflict concerning the Instructional Quality framework. Employing TPIM, we bring the pedagogy and content dimensions of the TPACK framework and integration-oriented structure of the SAMR model into play.


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