Specialized Dynamic Technology: Its Role in Developing Specialized Content Knowledge, and Developing Number Sense

Abstract

This study aims to develop pre- and in-service elementary teachers' specialized technological pedagogical content knowledge (STPACK) for teaching mathematics through using two dynamic softwares: Exploring algebra with Geometer's Sketchpad and Exploring Number and Operations with Geometer's Sketchpad. One group pre-test-post-test design was used to test whether or not there was a statistical significance difference in the teachers’ STPACK for teaching mathematics with the dynamic software as a result of the treatment. The sample consisted of 53 pre- and in-service elementary teachers who were exposed to the dynamic software and completed pre- and post-test survey related to STPACK for teaching mathematics with dynamic software. The t-test for the paired-sample showed a statistical significant difference in the teachers' STPACK at all the subscales as a result of their use of the software. In order to obtain an in-depth understanding of pre- and in-service teachers' experience, number sense, and a number sense they made through interacting with the software participants were interviewed in their classroom setting; their answers, comments, and feedback were recorded and analyzed.

Keywords

• Specialized dynamic software, specialized content knowledge, number sense, STPACK