Improving teachers' technological pedagogical content knowledge for teaching Euclidean geometry using integrated information communication technologies software

English: The study aimed at formulating a strategy to improve teachers’ technological pedagogical content knowledge (TPACK) for teaching Euclidean geometry with the aid of integrated information and communication technology (ICT) software. TPACK refers to the interaction of three knowledge domains, which are, technology, pedagogy and content knowledge. The three knowledge domains further intersect to form subsets, which are, technological content knowledge; technological pedagogical knowledge; and pedagogical content knowledge. The three knowledge domains, together with the subsets, were used to define knowledge needed for teaching with the aid of technology. Furthermore, in the context of this study, integrated ICT software tools that were employed in teaching Euclidean geometry as teaching aids were Geometer’s Sketchpad, GeoGebra and HeyMath!. The study pursued the challenges that teachers face when they use ICT software as a teaching aid; these challenges included the following: Some teachers experience difficulties keeping up with rapidly advancing software knowledge; and the majority of teachers lack sufficient knowledge and skills to explore the potential of ICT software fully. In addition, part of the problem is that teachers found Euclidean geometry too abstract and difficult to teach. Thus, the study was geared to formulating a strategy to respond to these challenges. However, the challenge is that the knowledge needed for teaching is contextually bound and complex. Thus, the study adopted bricolage as a theoretical lens for the study, mainly due to its critical commitment to making meaning of complex objects of study in their contexts. In this study, bricolage enabled me to consider a theoretical stance from the eight historical moments of qualitative research. Through the multiplicity of theoretical lenses provided by bricolage I was able to unravel the multi-layered challenges and formulate a multi-layered strategy. The multi-layered strategy was made possible by people who came together, with diverse back stories, knowledge and skills. In this study mathematics teachers who are faced with the day-to-day challenges of teaching Euclidean geometry with the aid of ICT software embarked on research to solve their own challenges. Driven by its epistemological stance on knowledge production, participatory action research created a platform for teachers, academics, and a computer programmer to engage in knowledge production activities with equality and tolerance of contrasting views. Various data generation tools were employed, ranging from audio and video recordings, learners’ scripts and data from their test scores. In order to deepen the meaning of spoken and written text, the study employed Van Dijk’s critical discourse analysis at three levels, namely, text, discursive practices and social structures. Furthermore, learners’ test scores were analysed using statistical techniques, such as boxplot, analysis of variance and statistical modelling. The study analysed the challenges experienced by teachers who teach Euclidean geometry with the aid of integrated ICT software. This was done for the purpose of proposing possible solutions and strategies that can be developed, adopted and adapted to address the challenges teachers experienced effectively. In addition, for the purpose of sustainability of the strategy formulated to improve teachers’ TPACK during and beyond the duration of the study, the conditions conducive for the strategy were investigated. The study analysed threats and risks that were embedded or inherited in the setting, to prevent them from impeding the successful implementation of the strategy. The study is transformative in nature, which created the opportunity to operationalise and evaluate the success of the strategy prior to it being considered for recommendation. Finally, some of the major findings were that teachers work in silos; and that they do not prepare sufficiently when they use ICT software as a teaching aid.