Tomi Listiawan, Lathiful Anwar, Cholis Sa’dijah, Anita Dewi Utami, Hutkemri
In the Era of Society 5.0, mathematics prospective teachers need to be prepared to become adaptive, one of which is by being able to design learning in a technology-based environment. In order to be able to achieve it, one of the knowledge areas needed is Technological Pedagogical and Content Knowledge (TPACK). This study aims to describe the use of dynamic geometry software (DGS) by mathematics teachers in their teaching and learning activities, and how mathematics teachers used TPACK in assessing idea processes when making decisions about Teaching (and Learning) Activities using DGS. This case study involves two junior high school mathematics teachers who use DGS in their teaching activities. The data of this study were collected by recording teacher activity and interviewing the teachers. The data then were analyzed through data transcription, data categorization, data reduction, data review and analysis, and conclusion. Based on the decision-making process of the mathematics teachers’ activities in using DGS, at the stage of assessing idea of shifting activity the teacher believes that the knowledge and skills to change the blackboard-based representation to computer-based representation are the primary and first aspect for a teacher to be able to teach using DGS (TCK.rc). Whereas it is delivering content-applying representation activities, teachers’ explanations, easy material can be used to construct student understanding, such as discovery. In contrast, more difficult material is more effective if the teacher explains it to students (TPACK.sc). In delivering content-modeling activities, in the assessing ideas stages, teachers tended to express confidence in their ability to use DGS dominantly, so that they could provide appropriate examples to students (TK.ts). This study contributes to the TPACK framework by providing empirical insights into how mathematics teachers make pedagogical and technological decisions when integrating DGS into their teaching. Unlike previous studies that focus on general technology adoption, this research highlights the cognitive decision-making process behind teachers’ instructional choices © 2025 American Institute of Physics Inc.. All rights reserved.
Department of Mathematics, Universitas Negeri Malang, Malang, Indonesia; Department of Mathematics and Science Education, University of Malaya, Kuala Lumpur, Malaysia
