Technology is essential in almost all areas of life. This evolution effects education as well. According to National Council of Teachers of Mathematics [NCTM] (2000) technology influences the mathematics by enhancing students’ learning, which is also effected by teachers. Teachers play a central role in students’ learning, so teachers must be kept up with new challenges, and technologies. The effective use of technology in the mathematics classroom depends on the teacher, so the appropriate technological tools that support instructional goals must be selected carefully. To educate informed teacher about technology integration in mathematics class, teacher preparation programs need to be well prepared (NCTM, 2000).In other words, opportunities should be given to the teacher educators to assess preservice teachers’ knowledge of technology (Mishra & Koehler, 2006).

Technological pedagogical content knowledge (TPACK) is one of the adaptation forms of pedagogical content knowledge (PCK). It emerges from interactions among technology knowledge, pedagogical knowledge and content knowledge (Koehler & Mishra, 2008; Mishra & Koehler, 2006; Thompson & Mishra, 2007). Mishra and Koehler’s (2006) generated comprehensive framework, which has seven components and three main parts. Content knowledge, pedagogical knowledge, and technology knowledge are the three main constructs in TPACK. Other four components are the intersection parts of TPACK framework, which consist of pedagogical content knowledge (PCK), technological content knowledge (TCK), technological pedagogical knowledge (TPK), and technological pedagogical content knowledge (TPCK). Mishra and Koehler’s TPACK framework was used in this study.

Geometry is one of the essential parts of school mathematics and mathematics curriculum. Students can understand the shapes and their properties, apply geometric properties to real world situations, and solve relevant problems in mathematics and other disciplines (Kilpatrick, Swafford, & Findell, 2001; NCTM, 2000). Computer environments are an ideal for teaching and learning geometry. If technology is used appropriately, students’ geometric understanding and intuition can be affected positively (Battissa, 2007; Clements & Battissa, 1992). Dynamic Geometry Environments (DGEs) create dynamic and productive interactions between teacher, students, and computers in order to support the teaching and learning of geometry (Battista, 2001; Hoffer, 1983). When we consider the Mishra and Koehler’s framework, TPCK refers to interrelationship between content (geometry), pedagogy (teaching and student learning), and technology (dynamic software’s of geometry).

When we look at the literature, there are a limited number of instruments measuring teachers’ TPACK. Moreover, majority of the existing TPACK survey studies has been administered in the USA, and existing surveys were too general to measure teachers’ TPACK in specific content area such as geometry. Thus, in this study a scale was developed in order to assess preservice mathematics teachers’ perceived technological knowledge.  In other words, the purpose of the study is developing and validating the Perceived Technological Pedagogical Content Knowledge on Geometry Scale. 

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