The role of technology in mathematics teachers’ approaches to overcoming a misconception related to the graphical understanding of derivatives

Abstract

This study aims to examine how mathematics teachers’ use of technology differentiates their pedagogical approaches as they offer solutions to overcome a misconception regarding the graphical interpretation of derivatives. For this purpose, we compare teachers’ solution suggestions with and without technology. We designed a case study and the study group consisted of four high school mathematics teachers. Participants responded to a technology-based scenario that demonstrates a student’s misconception about the graphical interpretation of derivatives during an interview. The results indicated that teachers noticed the student’s error in the scenario and interpreted it as a misconception. The solution suggestions developed by the teachers with and without technology were quite similar. We reflect on the results to shed light on the interplay between PCK and TPACK.