Comparing static and dynamic representations: Secondary mathematics teacher candidates’ specialized content knowledge, argumentation schemes, and technological perspectives

Abstract

This preliminary study investigates how teacher candidates' (TCs) specialized content knowledge (SCK) is associated with their technological perspectives and argumentation schemes in interpreting dynamic and static geometry representations. An embedded unit single case study design was employed to analyze TCs' engagement with two mathematical tasks. Qualitative content analysis of TCs' responses highlighted patterns in their evaluations of invalid mathematical arguments and insights regarding different technologies. Preliminary findings suggest an interrelation between TCs' SCK and argumentation schemes. The study proposes that dynamic geometry tasks that encourage analytical argumentation can support TCs' content knowledge and argumentation skills.