Felger, J., & Shafer, K. G. (2016). An algebra teacher’s instructional decision-making process with GeoGebra: Thinking with a TPACK mindset. In M. Niess, S. Driskell, & K. Hollebrands (Eds.), Handbook of research on transforming mathematics teacher education in the digital age (pp. 493-518). IGI Global. https://doi.org/10.4018/978-1-5225-0120-6.ch019

Abstract: 

“This chapter shares results of a classroom-based action research study on instructional decision-making when teaching a unit on linear functions with GeoGebra, a dynamic algebra environment. The TPACK / Student Knowledge Matrix developed by provided a structure for unit planning and lesson development. The matrix combines the three categories of teacher knowledge – technological, pedagogical, and content – with four levels of student knowledge – declarative, procedural, schematic, and strategic. While implementing the four-week unit, the algebra teacher used multiple data sources to document day-to-day decision-making. Data analysis revealed decisions were guided by the need to improve clarity, to increase interactivity, to highlight connections between representations, and to use GeoGebra as a tool to increase understanding. Throughout the unit, GeoGebra became a tool for computation, transformation, data collection and analysis, and error checking.”