摘要：There are many studies with a focus on examining and developing individuals’ Technological Pedagogical Content Knowledge (TPACK). When examining these studies, one can recognize that these studies are usually conducted with preservice teachers. Nevertheless, examining teachers’ preparation processes of classroom activities constitutes an important area for the improvement of instruction. In this respect, it is important to examine the preparatory process of computer assisted activities that mathematics teachers include in their lessons. Hence, in this study, middle school mathematics teachers’ utilizations of the TPACK when designing classroom activities, which they prepared by using the GeoGebra software, were investigated. Participants of the study consisted of three mathematics teachers who have been working in a middle school. The data was collected by using an observation form, which was developed by the authors, and by conducting semi-structured interviews with the participants. The quantitative and qualitative data analysis methods were used in analyzing the collected data. The findings showed that teachers had difficulty integrating their pedagogical knowledge into the technology throughout the activity design processes and had deficiencies in terms of the TPACK.
关键词：middle school teachers; observation form; GeoGebra dynamic software; TPACK.
