Thesis Type: Postgraduate
Institution Of The Thesis: Middle East Technical University, Turkey
Approval Date: 2016
Thesis Language: English
Student: İpek Saralar
Co-Supervisor: MİNE IŞIKSAL BOSTAN, DİDEM AKYÜZAbstract:
This study attempted to investigate a pre-service mathematics teacher’s Technological Pedagogical Content Knowledge regarding different views of 3-D figures in geometry. Data were collected from a pre-service teacher, enrolled in one of the large public universities in Ankara while she was teaching different views of 3-D figures in seventh-grade level in one of the private schools. Interviews, observations, field notes, GeoGebra files, and lesson plans were the data collection tools used in the study. Data analysis revealed that the participant’s TPACK level increased during school experience course. State differently, there was a development in the preservice teacher’s TPACK level. While there was just a slight increase in technology integration to the curriculum and access of students to technology levels, there was a significant rise in teaching and learning with technology levels of the participant during school experience course. Findings of the study show that there is a need for complementary technology courses during school experience course in teacher education programs because teacher candidates need necessary competencies in using technology like selection and usage of appropriate technology to provide effective teaching in mathematics classes.