Designing and Revising Dynamic Geometry Tasks by Pre-Service Elementary Teachers: Theoretical Networking of Noticing and TPACK

This study aims to explore the characteristics of noticing exhibited by pre-service elementary teachers as they design tasks using a dynamic geometry environment, conduct simulated teaching, and revise the tasks by incorporating feedback. The study analyzed cases from five groups (11 participants) who attended lectures on using AlgeoMath. An analytical framework was established through the theoretical networking of noticing and TPACK. The findings revealed that pre-service teachers demonstrated noticing based on TCK and TPACK during the task design process, with TPACK-based noticing having the most significant influence during task revision. These findings suggest the need for pre-service teachers to develop the ability to effectively use technological tools as authoring tools and the necessity of support to foster TPK-based noticing. This study contributes to the field by specifically investigating noticing in the context of using technological tools and proposing the potential for an integrated understanding between noticing and TPACK theories.