An Assessment of Pre-Service Mathematics Teachers’ Techno-Pedagogical Content Knowledge regarding Geometry

Abstract views: 316 / PDF downloads: 329




geometry teaching, pre-service mathematics teachers, survey research, TPACK


Despite the significance of incorporating technology into geometry instruction, many teachers still find it difficult to teach geometry using technology. This study employed a techno- pedagogical content knowledge (TPACK) survey of 70 pre-service mathematics teachers (29 males, 41 females) from a public university. The goal was to determine which domains, if any, were open for development so that a course could be designed to meet these needs. The data was analysed thematically according to the TPACK sub-domains. The results showed that the pre-service teachers were confident in the areas of pedagogy knowledge, content knowledge, and pedagogical content knowledge (90% confidence) and open to improvement in the areas of technology, technological content, and technological pedagogy knowledge (70% confidence). As a result, we suggest creating a 14-week course to increase pre-service mathematics teachers' TPACK of these components in the hopes of bridging the knowledge gap identified in this study.

Author Biography

İpek SARALAR-ARAS, Ministry of National Education, Ankara, Turkey

Dr İpek Saralar-Aras has worked as a national education expert at the Ministry of National Education in Turkey since July 2020. She is a part-time lecturer at the Middle East Technical University in Elementary Science and Mathematics Education. She completed her undergraduate education in B.Sc. Elementary Mathematics Education at the Middle East Technical University, with an M.Sc. degree in Elementary Science and Mathematics Education from the same university. She has an MA in Learning, Technology and Education and a Ph.D. degree in Education from the University of Nottingham in England, the United Kingdom. She worked as a research assistant at the University of Nottingham’s Centre for Research in Mathematics Education in 2019. Her current research mainly focuses on designing technology-enhanced lessons, improving middle school students’ maths understanding, teacher education, geometry and educational technologies. She has been on the committee of the University of Nottingham’s Interdisciplinary Research Conference since 2016. She is a member of the BSRLM, EARLI, EERA and AERA. She has also taken part in the Turkish Ministry of National Education’s research projects since 2014.




How to Cite

SARALAR-ARAS, İpek, & BİRGİLİ, B. (2022). An Assessment of Pre-Service Mathematics Teachers’ Techno-Pedagogical Content Knowledge regarding Geometry. International Journal of Psychology and Educational Studies, 9(4), 1307–1327.