El-Kasti, H. (2018). Effect of a collaborative and iterative GeoGebra module on in-service mathematics secondary teachers’ zones, practices, and technological pedagogical content knowledge [Doctoral dissertation, Lebanese University]. ResearchGate. http://dx.doi.org/10.13140/RG.2.2.14851.02087

Abstract:

“The main purpose of this study was to determine how and to what extent in-service secondary mathematics teachers’ technology practices and technological pedagogical content knowledge (TPACK) improved when they were collaboratively and iteratively involved in preparing, implementing, and assessing GeoGebra mathematics modules. A second purpose was to determine the factors that influenced teachers’ integration of GeoGebra in their classrooms. A third purpose was to determine the impact of the GeoGebra intervention on teachers’ Valsiner’s zones relating to technology integration, namely: the zone of free movement (ZFM), the zone of promoted action (ZPA), and the zone of proximal development (ZPD). A qualitative multiple case study design was conducted with four in-service secondary mathematics teachers (three females and one male) with different backgrounds and GeoGebra practice levels. A design-based research (DBR) methodology was used which involved two phases: a pre-intervention phase (one iteration) and an intervention phase (two iterations). Before the intervention, teachers went through an introductory workshop and were asked to complete questionnaires about their practices, TPACK, and the barriers they faced. Then, they conducted GeoGebra lessons in collaboration with the researcher over two iterations. After each iteration, teachers answered semi-structured interviews to measure the effect of the intervention on these dependent variables. Analysis of the data consisted of determining means, medians and modes for the purpose of categorizing teachers by their TPACK, practice and zone levels. In addition, responses to the questionnaire and interview items were analyzed qualitatively. Overall, the results indicated an improvement for the four participants in their extent of use of GeoGebra in their practices as well as in their TPACK integration level. The change in practices over the iterations was slow at first (static) and then dynamic, but for TPACK it was dynamic and then static. In addition, teachers’ zones changed with collaboration and iterations. Specifically, the effect of the hindering factors of the ZFM and ZPA decreased as the intervention progressed and some assisting factors like ZPD improved. Implications for theory and practice as well as recommendations for future research are also discussed.”