Rooselyna Ekawati, Yurizka Melia Sari, Yulia Izza El Milla, Faridha Nurhayati, Sri Adi Widodo
Mathematics teachers are encouraged to use dynamic geometry software tools in their lessons, following curriculum rules as they become more widely available in schools. This qualitative study investigates three prospective teachers in mathematics education who produced video lessons with dynamic geometry software using their TPACK and mathematical action technologies. The video lessons are analyzed in accordance with the TPACK and MAT level frameworks. The findings demonstrated that prospective teachers successfully used dynamic geometry software applications and pedagogical practices as reinforcing tools. To support and expand the findings, participants taught mathematics 50% of the time using dynamic geometry software as conveyance technology. In addition, they employed mathematical technology to balance the elements of TPACK in their solutions almost 50% of the time. For some, mathematical tools can help grow virtual students' mathematical knowledge. This study recommends that educational programs create a learning cycle for pre-service teachers to design, implement, and reflect on creating video lessons using dynamic geometry software or other mathematical action technology. © 2025 Author(s).
Department of Mathematics Education, Universitas Negeri Surabaya, Surabaya, Indonesia; Department of Physical Education, Health, and Recreation, Universitas Negeri Surabaya, Surabaya, Indonesia; Department of Mathematics Education, Universitas Sarjanawiyata Tamansiswa, Yogyakarta, Indonesia
