Doukakis, S. (2012). Exploring undergraduate students’ transformation of technological pedagogical knowledge in mathematics as prospective teachers and as teachers in their school action [Unpublished doctoraldissertation]. University of the Aegean, Rhodes, Greece.

Abstract (excerpt):

“The present study examines undergraduate students’ transformation of Technological Pedagogical Content Knowledge (TPACK) in Mathematics during a six-month cooperative action research programme. Furthermore, it examines whether the above-mentioned transformation is transferred to their subsequent activity as schoolteachers. Twenty-five undergraduate primary students (nine men and sixteen women) took part in this educational intervention while the researcher, as well as the supervisor of this research, were teachers of the participant students group.

Mishra and Koehler’s (2006) Technological Pedagogical Content Knowledge (TPACK) framework was used in this study. Furthermore, the dialectical nature of Mathematics (Lakatos, 1976; Davis & Hersh, 1981), the tenets of constructionism (Papert, 1980) and of situated learning (Lave, 1988) were also adopted so as to investigate students’ TPACK transformation in regard to Curriculum implementation, pupil Assessment, Learning, Teaching and Access to digital technologies at Niess et al. (2009) developmental stages (Recognizing, Accepting, Adapting, Exploring, and Advancing). Moreover, this study examines students’ cognitive analysis of geometrical thinking according to four apprehensions of geometrical figures: Perceptual, Sequential, Discursive and Operative (Duval, 1995) and also researches students’ perceptions about the nature of mathematics according to Ernest’s (1989) categories: Instrumentalist, Platonist and Problem-Solving.”