Abstract
Using the framework of Technological Pedagogical Content Knowledge, the authors look into ways to develop this knowledge in future mathematics teachers for secondary schools. The first stage of research is presented.
First, tasks were designed in which specific skills which pupils must master in order to work with ICT effectively are needed. These tasks were assigned to 19 student teachers whose work was observed by capturing their solving processes in GeoGebra by Camtasia, collecting their written work and recording their discussions.
Finally, it was investigated to what extent the tasks contribute to the students' ability to plan teaching with dynamic geometry software. Similarly to related research, it transpired that individual work on problems contributes to enacting elements of TPACK in a very limited way and that discussions are essential.
The second stage of research will thus include reflections on the solutions of problems and students' proposals of projects.