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Technological advances require teachers to be competent in utilizing them in mathematics learning. Teachers' success in teaching mathematics using digital technology cannot be separated from their mathematical and didactic knowledge. This study aims to reveal elementary school teachers' knowledge during their experiences in engaging with digital technology, GeoGebra, in teacher professional development programs. Data was obtained from the implementation of the Professional Development (PD) program in two schools, one in a private school focusing on the design of mathematical learning instruction integrated with GeoGebra and another in a public school focusing on the experimental process of teaching mathematics with GeoGebra. The data were analyzed using the Anthropological Theory of the Didactic (ATD) framework, specifically praxeology. The findings of this study reveal that elementary school teachers are aware of the need for theoretical aspects of a praxeology when designing mathematics learning instruction using GeoGebra in a PD program. Meanwhile, it is challenging for elementary school teachers to make use of GeoGebra instruction to support students' mathematical praxeologies. Therefore, the use of digital technology in teaching mathematics in elementary schools is still a significant challenge due to the mismatch between available technology and teacher needs.
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References
- Açıkgül, K. (2022). Mathematics teachers’ opinions about a GeoGebra-supported learning kit for teaching polygons. International Journal of Mathematical Education in Science and Technology, 53(9), 2482–2503. https://doi.org/10.1080/0020739X.2021.1895339
- Bennison, A., & Goos, M. (2010). Learning to teach mathematics with technology: A survey of professional development needs, experiences and impacts. Mathematics Education Research Journal, 22(1), 31–56. https://doi.org/10.1007/BF03217558
- Bozkurt, G., & Ruthven, K. (2017). Classroom-based professional expertise: a mathematics teacher’s practice with technology. Educational Studies in Mathematics, 94(3), 309–328. https://doi.org/10.1007/s10649-016-9732-5
- Brzezinski, T. (2022). Volume: Intutituve introduction. GeoGebra. https://www.geogebra.org/m/dp6ghmvv
- Chevallard, Y. (1992). Fundamental concepts in didactics: Perspectives provided by an athropological approach. Recherches En Didactique Des Mathematiques, 131–168.
- Hill, H. C., Corey, D. L., & Jacob, R. T. (2018). Dividing by Zero: Exploring Null Results in a Mathematics Professional Development Program. Teachers College Record: The Voice of Scholarship in Education, 120(6), 1–42. https://doi.org/10.1177/016146811812000602
- Hohenwarter, M., & Fuchs, K. (2005). Combination of dynamic geometry, algebra and calculus in the software system GeoGebra. In Computer Algebra Systems and Dynamic Geometry Systems in Mathematics Teaching (Sarvari, Cs. Hrsg.) (pp. 128–133).
- Karsenty, R., & Brodie, K. (2023). Researching “what went wrong” in professional development (PD) for mathematics teachers: What makes it so important, and so difficult? Journal of Mathematics Teacher Education, 26(5), 573–580. https://doi.org/10.1007/s10857-023-09599-y
- Kul, U. (2012). Turkish mathematics teachers’ experiences with Geogebra activities: changes in beliefs. Research in Mathematics Education, 14(3), 293–294. https://doi.org/10.1080/14794802.2012.734984
- Lee, H.-J., & Vongkulluksn, V. W. (2023). Enhancing mathematics teacher professional learning through a contextualized professional development program. Teacher Development, 27(1), 92–115. https://doi.org/10.1080/13664530.2022.2134195
- Lincoln, Y. S., & Denzi, N. K. (2003). Turning Points in Qualitative Research: Tying Knots in a Handkerchief. AltaMira Press: A Division of Rowman & Littlefield Publishers, inc.
- Loeneto, B. A., Alwi, Z., Ernalida, E., Eryansyah, E., & Oktarina, S. (2022). Teacher Education Research and Development in Indonesia: Preparing Educators for the Twenty-First Century. In Handbook of Research on Teacher Education (pp. 173–204). Springer Nature Singapore. https://doi.org/10.1007/978-981-16-9785-2_10
- Loong, E. Y.-K., & Herbert, S. (2018). Primary school teachers’ use of digital technology in mathematics: the complexities. Mathematics Education Research Journal, 30, 475–498. https://doi.org/10.1007/s13394-018-0235-9
- Mailizar, M., Almanthari, A., Maulina, S., & Bruce, S. (2020). Secondary school mathematics teachers’ views on e-learning implementation barriers during the COVID-19 pandemic: The case of Indonesia. Eurasia Journal of Mathematics, Science and Technology Education, 16(7), 1–9. https://doi.org/10.29333/EJMSTE/8240
- Mailizar, M., & Fan, L. (2019). Indonesian Teachers’ Knowledge of ICT and the Use of ICT in Secondary Mathematics Teaching. EURASIA Journal of Mathematics, Science and Technology Education, 16(1), em1799. https://doi.org/10.29333/ejmste/110352
- Martinovic, D., & Manizade, A. G. (2020). Teachers Using GeoGebra to Visualize and Verify Conjectures About Trapezoids. Canadian Journal of Science, Mathematics and Technology Education, 20(3), 485–503. https://doi.org/10.1007/s42330-020-00103-9
- Mavani, D., Mavani, B., & Schäfer, M. (2018). A Case Study of Two Selected Teachers as they Integrated Dynamic Geometry Software as a Visualisation Tool in Teaching Geometry. African Journal of Research in Mathematics, Science and Technology Education, 22(3), 297–307. https://doi.org/10.1080/18117295.2018.1522716
- Misfeldt, M., & Zacho, L. (2016). Supporting primary-level mathematics teachers’ collaboration in designing and using technology-based scenarios. Journal of Mathematics Teacher Education, 19(2–3), 227–241. https://doi.org/10.1007/s10857-015-9336-5
- Miyakawa, T., & Winsløw, C. (2013). Developing mathematics teacher knowledge: The paradidactic infrastructure of “open lesson” in Japan. Journal of Mathematics Teacher Education, 16(3), 185–209. https://doi.org/10.1007/s10857-013-9236-5
- Miyakawa, T., & Winsløw, C. (2019). Paradidactic infrastructure for sharing and documenting mathematics teacher knowledge: a case study of “practice research” in Japan. Journal of Mathematics Teacher Education, 22(3), 281–303. https://doi.org/10.1007/s10857-017-9394-y
- Pfaffle, D. (2021). Finger addition. GeoGebra. https://www.geogebra.org/m/qvqHtJE3
- Pramana, C., Susanti, R., Ernawati, K., Darmawan, I. P. A., Miftah, M. Z., Lestyowati, J., Werdiningsih, R., & Ramadhani, R. (2021). Distance Learning In Primary Schools During The Covid-19 Pandemic In Indonesia: Challenges, Solutions, And Projections. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(4), 263–270. https://doi.org/10.17762/turcomat.v12i4.502
- Putra, Z. H., Afrillia, Y. M., Dahnilsyah, & Tjoe, H. (2023). Prospective elementary teachers’ informal mathematical proof using GeoGebra: The case of 3D shapes. Journal on Mathematics Education, 14(3), 449–468. https://doi.org/10.22342/jme.v14i3.pp449-468
- Putra, Z. H., Hermita, N., Afrillia, Y. M., & Dahnilsyah, D. (2022). The Effect of Gender, Teaching Experience, Educational Background, and the School Type on Teachers’ Mathematical, Didactic, and Technological Competences. Perspectives of Science and Education, 60(6), 612–624. https://doi.org/10.32744/pse.2022.6.37
- Putra, Z. H., Hermita, N., Alim, J. A., Dahnilsyah, D., & Hidayat, R. (2021). GeoGebra integration in elementary initial teacher training: The case of 3-D shapes. International Journal of Interactive Mobile Technologies, 15(19), 21–32. https://doi.org/10.3991/ijim.v15i19.23773
- Rasmussen, K. (2016). Lesson study in prospective mathematics teacher education: didactic and paradidactic technology in the post-lesson reflection. Journal of Mathematics Teacher Education, 19(4), 301–324. https://doi.org/10.1007/s10857-015-9299-6
- Ratnayake, I., Thomas, M., & Kensington-Miller, B. (2020). Professional development for digital technology task design by secondary mathematics teachers. ZDM - Mathematics Education, 52(7), 1423–1437. https://doi.org/10.1007/s11858-020-01180-8
- Reddy, R. P. (2021). Introduction to multiplication. GeoGebra. https://www.geogebra.org/m/szttvxtz
- Santos-Trigo, M., Barrera-Mora, F., & Camacho-Machín, M. (2021). Teachers’ Use of Technology Affordances to Contextualize and Dynamically Enrich and Extend Mathematical Problem-Solving Strategies. Mathematics, 9(8), 793. https://doi.org/10.3390/math9080793
- Thurm, D., & Barzel, B. (2020). Effects of a professional development program for teaching mathematics with technology on teachers’ beliefs, self-efficacy and practices. ZDM - Mathematics Education, 52(7), 1411–1422. https://doi.org/10.1007/s11858-020-01158-6
- Verhoef, N. C., Coenders, F., Pieters, J. M., van Smaalen, D., & Tall, D. O. (2015). Professional development through lesson study: teaching the derivative using GeoGebra. Professional Development in Education, 41(1), 109–126. https://doi.org/10.1080/19415257.2014.886285
- Yao, X., & Zhao, J. (2022). Chinese mathematics teachers’ use of digital technologies for instruction: A survey study. Eurasia Journal of Mathematics, Science and Technology Education, 18(8), em2135. https://doi.org/10.29333/ejmste/12209
- Zehetmeier, S., & Krainer, K. (2011). Ways of promoting the sustainability of mathematics teachers’ professional development. ZDM Mathematics Education, 43(6–7), 875–887. https://doi.org/10.1007/s11858-011-0358-x
- Zengin, Y. (2017). The effects of GeoGebra software on pre-service mathematics teachers’ attitudes and views toward proof and proving. International Journal of Mathematical Education in Science and Technology, 48(7), 1002–1022. https://doi.org/10.1080/0020739X.2017.1298855
- Ziatdinov, R., & Valles, J. R. (2022). Synthesis of Modeling, Visualization, and Programming in GeoGebra as an Effective Approach for Teaching and Learning STEM Topics. Mathematics, 10(3), 398. https://doi.org/10.3390/math10030398
References
Açıkgül, K. (2022). Mathematics teachers’ opinions about a GeoGebra-supported learning kit for teaching polygons. International Journal of Mathematical Education in Science and Technology, 53(9), 2482–2503. https://doi.org/10.1080/0020739X.2021.1895339
Bennison, A., & Goos, M. (2010). Learning to teach mathematics with technology: A survey of professional development needs, experiences and impacts. Mathematics Education Research Journal, 22(1), 31–56. https://doi.org/10.1007/BF03217558
Bozkurt, G., & Ruthven, K. (2017). Classroom-based professional expertise: a mathematics teacher’s practice with technology. Educational Studies in Mathematics, 94(3), 309–328. https://doi.org/10.1007/s10649-016-9732-5
Brzezinski, T. (2022). Volume: Intutituve introduction. GeoGebra. https://www.geogebra.org/m/dp6ghmvv
Chevallard, Y. (1992). Fundamental concepts in didactics: Perspectives provided by an athropological approach. Recherches En Didactique Des Mathematiques, 131–168.
Hill, H. C., Corey, D. L., & Jacob, R. T. (2018). Dividing by Zero: Exploring Null Results in a Mathematics Professional Development Program. Teachers College Record: The Voice of Scholarship in Education, 120(6), 1–42. https://doi.org/10.1177/016146811812000602
Hohenwarter, M., & Fuchs, K. (2005). Combination of dynamic geometry, algebra and calculus in the software system GeoGebra. In Computer Algebra Systems and Dynamic Geometry Systems in Mathematics Teaching (Sarvari, Cs. Hrsg.) (pp. 128–133).
Karsenty, R., & Brodie, K. (2023). Researching “what went wrong” in professional development (PD) for mathematics teachers: What makes it so important, and so difficult? Journal of Mathematics Teacher Education, 26(5), 573–580. https://doi.org/10.1007/s10857-023-09599-y
Kul, U. (2012). Turkish mathematics teachers’ experiences with Geogebra activities: changes in beliefs. Research in Mathematics Education, 14(3), 293–294. https://doi.org/10.1080/14794802.2012.734984
Lee, H.-J., & Vongkulluksn, V. W. (2023). Enhancing mathematics teacher professional learning through a contextualized professional development program. Teacher Development, 27(1), 92–115. https://doi.org/10.1080/13664530.2022.2134195
Lincoln, Y. S., & Denzi, N. K. (2003). Turning Points in Qualitative Research: Tying Knots in a Handkerchief. AltaMira Press: A Division of Rowman & Littlefield Publishers, inc.
Loeneto, B. A., Alwi, Z., Ernalida, E., Eryansyah, E., & Oktarina, S. (2022). Teacher Education Research and Development in Indonesia: Preparing Educators for the Twenty-First Century. In Handbook of Research on Teacher Education (pp. 173–204). Springer Nature Singapore. https://doi.org/10.1007/978-981-16-9785-2_10
Loong, E. Y.-K., & Herbert, S. (2018). Primary school teachers’ use of digital technology in mathematics: the complexities. Mathematics Education Research Journal, 30, 475–498. https://doi.org/10.1007/s13394-018-0235-9
Mailizar, M., Almanthari, A., Maulina, S., & Bruce, S. (2020). Secondary school mathematics teachers’ views on e-learning implementation barriers during the COVID-19 pandemic: The case of Indonesia. Eurasia Journal of Mathematics, Science and Technology Education, 16(7), 1–9. https://doi.org/10.29333/EJMSTE/8240
Mailizar, M., & Fan, L. (2019). Indonesian Teachers’ Knowledge of ICT and the Use of ICT in Secondary Mathematics Teaching. EURASIA Journal of Mathematics, Science and Technology Education, 16(1), em1799. https://doi.org/10.29333/ejmste/110352
Martinovic, D., & Manizade, A. G. (2020). Teachers Using GeoGebra to Visualize and Verify Conjectures About Trapezoids. Canadian Journal of Science, Mathematics and Technology Education, 20(3), 485–503. https://doi.org/10.1007/s42330-020-00103-9
Mavani, D., Mavani, B., & Schäfer, M. (2018). A Case Study of Two Selected Teachers as they Integrated Dynamic Geometry Software as a Visualisation Tool in Teaching Geometry. African Journal of Research in Mathematics, Science and Technology Education, 22(3), 297–307. https://doi.org/10.1080/18117295.2018.1522716
Misfeldt, M., & Zacho, L. (2016). Supporting primary-level mathematics teachers’ collaboration in designing and using technology-based scenarios. Journal of Mathematics Teacher Education, 19(2–3), 227–241. https://doi.org/10.1007/s10857-015-9336-5
Miyakawa, T., & Winsløw, C. (2013). Developing mathematics teacher knowledge: The paradidactic infrastructure of “open lesson” in Japan. Journal of Mathematics Teacher Education, 16(3), 185–209. https://doi.org/10.1007/s10857-013-9236-5
Miyakawa, T., & Winsløw, C. (2019). Paradidactic infrastructure for sharing and documenting mathematics teacher knowledge: a case study of “practice research” in Japan. Journal of Mathematics Teacher Education, 22(3), 281–303. https://doi.org/10.1007/s10857-017-9394-y
Pfaffle, D. (2021). Finger addition. GeoGebra. https://www.geogebra.org/m/qvqHtJE3
Pramana, C., Susanti, R., Ernawati, K., Darmawan, I. P. A., Miftah, M. Z., Lestyowati, J., Werdiningsih, R., & Ramadhani, R. (2021). Distance Learning In Primary Schools During The Covid-19 Pandemic In Indonesia: Challenges, Solutions, And Projections. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(4), 263–270. https://doi.org/10.17762/turcomat.v12i4.502
Putra, Z. H., Afrillia, Y. M., Dahnilsyah, & Tjoe, H. (2023). Prospective elementary teachers’ informal mathematical proof using GeoGebra: The case of 3D shapes. Journal on Mathematics Education, 14(3), 449–468. https://doi.org/10.22342/jme.v14i3.pp449-468
Putra, Z. H., Hermita, N., Afrillia, Y. M., & Dahnilsyah, D. (2022). The Effect of Gender, Teaching Experience, Educational Background, and the School Type on Teachers’ Mathematical, Didactic, and Technological Competences. Perspectives of Science and Education, 60(6), 612–624. https://doi.org/10.32744/pse.2022.6.37
Putra, Z. H., Hermita, N., Alim, J. A., Dahnilsyah, D., & Hidayat, R. (2021). GeoGebra integration in elementary initial teacher training: The case of 3-D shapes. International Journal of Interactive Mobile Technologies, 15(19), 21–32. https://doi.org/10.3991/ijim.v15i19.23773
Rasmussen, K. (2016). Lesson study in prospective mathematics teacher education: didactic and paradidactic technology in the post-lesson reflection. Journal of Mathematics Teacher Education, 19(4), 301–324. https://doi.org/10.1007/s10857-015-9299-6
Ratnayake, I., Thomas, M., & Kensington-Miller, B. (2020). Professional development for digital technology task design by secondary mathematics teachers. ZDM - Mathematics Education, 52(7), 1423–1437. https://doi.org/10.1007/s11858-020-01180-8
Reddy, R. P. (2021). Introduction to multiplication. GeoGebra. https://www.geogebra.org/m/szttvxtz
Santos-Trigo, M., Barrera-Mora, F., & Camacho-Machín, M. (2021). Teachers’ Use of Technology Affordances to Contextualize and Dynamically Enrich and Extend Mathematical Problem-Solving Strategies. Mathematics, 9(8), 793. https://doi.org/10.3390/math9080793
Thurm, D., & Barzel, B. (2020). Effects of a professional development program for teaching mathematics with technology on teachers’ beliefs, self-efficacy and practices. ZDM - Mathematics Education, 52(7), 1411–1422. https://doi.org/10.1007/s11858-020-01158-6
Verhoef, N. C., Coenders, F., Pieters, J. M., van Smaalen, D., & Tall, D. O. (2015). Professional development through lesson study: teaching the derivative using GeoGebra. Professional Development in Education, 41(1), 109–126. https://doi.org/10.1080/19415257.2014.886285
Yao, X., & Zhao, J. (2022). Chinese mathematics teachers’ use of digital technologies for instruction: A survey study. Eurasia Journal of Mathematics, Science and Technology Education, 18(8), em2135. https://doi.org/10.29333/ejmste/12209
Zehetmeier, S., & Krainer, K. (2011). Ways of promoting the sustainability of mathematics teachers’ professional development. ZDM Mathematics Education, 43(6–7), 875–887. https://doi.org/10.1007/s11858-011-0358-x
Zengin, Y. (2017). The effects of GeoGebra software on pre-service mathematics teachers’ attitudes and views toward proof and proving. International Journal of Mathematical Education in Science and Technology, 48(7), 1002–1022. https://doi.org/10.1080/0020739X.2017.1298855
Ziatdinov, R., & Valles, J. R. (2022). Synthesis of Modeling, Visualization, and Programming in GeoGebra as an Effective Approach for Teaching and Learning STEM Topics. Mathematics, 10(3), 398. https://doi.org/10.3390/math10030398