How Do I Improve My Mathematics Pedagogy Through TPACK?: An Action Research of GeoGebra and MS Excel in Grade X.

Abstract

The study began with my concern that traditional mathematics teaching, mainly based on copy and board work, memorization and repeated practices often made students passive and less interested in learning. There was also a gap between learning mathematical procedures and development real conceptual understanding. So, my research aimed to explore practical ways of integrating technology with appropriate teaching methods and mathematical contents to improve teaching and student’s learnings. This study is situated within the interpretive and critical paradigms, and the research design is qualitative. I applied action research to generate information for my study. I conducted the study in Grade 10 of community school of Kathmandu District through two cycles of teaching and reflection, where14 students were selected among them 6 were selected purposively. In the first cycle, GeoGebra was used to teach linear programming and helped students understand inequalities, graph, feasible regions and optimization through visual and interactive activities. In the second cycle, Microsoft Excel was used to teach statistics and to support students in understanding statistical calculations and concepts. The continuous process of planning, acting, observing and reflecting was carried out across both cycles. Student reflections, classroom observations, learning activities, and pre and post assessment results were used to understand changes in teaching and learning. The findings show that Technological Pedagogical and Content Knowledge (TPACK) helped me meaningfully connect technology, pedagogy and mathematical content. GeoGebra made abstract mathematical ideas easier to visualizes and understand, while Excel helped students to perform calculations and focus more on mathematical concepts. Technology helped to reduce students’ fear and anxiety about mathematics because they explored the concepts through visual and practical activities. Both phases indicated improvement in student’s educational achievement and conceptual understanding. The study brought significant changes in my teaching practice. Previously, I explained solutions on the board and asked students to copy them. I have since shifted from transmitter to facilitator, guiding students to explore and construct knowledge. Students engaged in group and peer work, discussion, problem solving and learning activities. However, I found that technology alone cannot improve learning therefore teacher patience, kindness, empathy, classroom management and safe learning environment were equally important for successful technology integration. The study concludes that TPACK contributes to improving mathematics pedagogy when strong content knowledge is coupled with purposeful technological knowledge. GeoGebra and Excel can be used not simply to replace traditional teaching but to help students to visualize, explore, discuss and understand mathematics more deeply. The study recommends regular professional development for facilitators on the meaningful technology integration and enhanced access to digital resources in schools.