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Relevant bibliographies by topics / TPACK-Math

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Journal articles
Dissertations / Theses
Book chapters

Academic literature on the topic 'TPACK-Math'

Author: Grafiati

Published: 3 June 2025

Last updated: 1 August 2025

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Journal articles on the topic "TPACK-Math"

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Hamidy, Anwaril, and Arista Wibowo. "The Relationship between Mathematics Teachers’ TPACK and Students' Mathematical Resilience." Jurnal Didaktik Matematika 10, no. 2 (2023): 205–18. http://dx.doi.org/10.24815/jdm.v10i2.33346.

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Previous research shows that teachers play a role in determining students' math resilience. However, there is still little research on the type of teacher competencies that support students' mathematical resilience. This study examines the effect of mathematics teachers’ Technological Pedagogical Content Knowledge (TPACK) on students' math resilience. This quantitative study involved 163 students from a junior high school and four senior high schools in the East Kalimantan region. Data was collected through questionnaires that measured mathematics teachers' TPACK from the student perspective a

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EDGAR, JOHN SINTEMA. "EVOLUTION OF PRE-SERVICE PRIMARY TEACHERS' TPACK-MATH PROFILES." Journal of Global Research in Education and Social Science 11, no. 4 (2018): 166–75. https://doi.org/10.5281/zenodo.1419658.

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In this digital era with a rapid evolution of technology, it is a must for teachers and pre-service teachers to have information and skills necessary for the use of technology in mathematics instruction. The Technological Pedagogical Content Knowledge (TPACK) framework was used at various levels of research related to use and integration of different technologies in instruction. However, studies focusing on pre-service primary teachers’ development of TPACK-Math have not provided comprehensive descriptions of pre-service teachers’. TPACK-Math development from the time of entry into

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Bartolome, Fernando A., and Rodel B. Guzman. "UTILIZATION OF TECHNOLOGICAL, PEDAGOGICAL AND CONTENT KNOWLEDGE OF MATHEMATICS TEACHERS AND STUDENT'S ACADEMIC COMPETENCE: BASIS ON ENHANCING SUPERVISORY PROGRAMS." Ignatian International Journal for Multidisciplinary Research 3, no. 3 (2025): 1133–52. https://doi.org/10.5281/zenodo.15108687.

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The study employed quantitative research, particularly a descriptive-correlational study. The researcher used a proportionate stratified sampling procedure to select the students and teachers as respondents randomly. The respondents were math teachers and grade-10 students from selected schools of Isabela Province. It focuses on exploring the TPACK level of math teachers, and academic competence of grade-10 learners. The results showed that teachers were well-informed, and demonstrated high levels on the TPACK domains. Furthermore, students’ mathematics competence was very low. Hence, th

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Abebe, Fitsum, and Guy Trainin. "Predicting Technological, Pedagogical, and Content Knowledge (TPACK) Formation in Elementary Math Education." Contemporary Issues in Technology and Teacher Education 24, no. 2 (2024): 125–50. https://doi.org/10.70725/521250nwdsyh.

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This study validated measures for elementary preservice teachers’ technological, pedagogical, and content knowledge (TPACK) for elementary mathematics and evaluated the extent to which technology knowledge, pedagogy knowledge, and content knowledge were related to the formation of TPACK. The study was guided by the TPACK framework and adopted a widely used survey instrument. Participants were elementary preservice teachers at the end of a mathematics method class at a midwestern US teacher preparation program. The study used confirmatory factor analysis and structural equation modeling to anal

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Aini, Afifah Nur, and Masrurotullaily. "Measuring Preservice Mathematics Teachers’ Technological Pedagogical and Content Knowlede in the Post-Pandemic Era." Jurnal Pendidikan Matematika 18, no. 2 (2024): 231–44. http://dx.doi.org/10.22342/jpm.v18i2.pp231-244.

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Technological Pedagogical and Content Knowledge (TPACK) represents the essential knowledge that teachers must master. TPACK consists of seven dimensions: Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK), Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), Pedagogical Content Knowledge (PCK) and the integration of all these in Technological Pedagogical and Content Knowledge (TPACK). During the COVID-19 pandemic, lectures were shifted online, significantly impacting the TPACK development of pre-service math teachers. This research aim

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Yanuarto, Wanda Nugroho, Eka Setyaningsih, Akhmad Jazuli, and Elfis Suanto. "Mathematics education in the digital age: How to foster higher-order thinking skills?" International Journal of Evaluation and Research in Education (IJERE) 12, no. 4 (2023): 2045. http://dx.doi.org/10.11591/ijere.v12i4.24494.

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<span lang="EN-US">How technology and industrial change affect how well students do in school for the 4.0 level to be met, students must be able to use higher-order thinking and technological pedagogical content knowledge (TPACK). Students have difficulty using advanced technological tools when they need to think critically and artistically. So, students will only be able to learn higher-order thinking skills if they have TPACK. It is a common reason why people need to learn mathematics better in the current world. The purpose of this research was to help complete a structural model of T

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Yanuarto, Wanda Nugroho, Eka Setyaningsih, Akhmad Jazuli, and Elfis Suanto. "Mathematics education in the digital age: How to foster higher-order thinking skills?" International Journal of Evaluation and Research in Education (IJERE) 12, no. 4 (2023): 2045–52. https://doi.org/10.11591/ijere.v12i4.24494.

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How technology and industrial change affect how well students do in school for the 4.0 level to be met, students must be able to use higher-order thinking and technological pedagogical content knowledge (TPACK). Students have difficulty using advanced technological tools when they need to think critically and artistically. So, students will only be able to learn higher-order thinking skills if they have TPACK. It is a common reason why people need to learn mathematics better in the current world. The purpose of this research was to help complete a structural model of TPACK and higher-order thi

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Hanifah, Umi, I. Ketut Budayasa, and Raden Sulaiman. "Technology, pedagogy, and content knowledge in mathematics education: a systematic literature review." Journal of Education and Learning (EduLearn) 19, no. 1 (2025): 579–86. http://dx.doi.org/10.11591/edulearn.v19i1.21816.

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This literature review examines how mathematics education uses the Technology, pedagogy, and content knowledge (TPACK). This study examines how TPACK affects mathematics classroom instruction, student engagement, and learning outcomes. A detailed examination and synthesis of pertinent publications over the last decade will accomplish this. The study illuminates significant topics, including digital technology utilization, teacher professional development program enhancement, and TPACK acceptability. It also highlights long-standing issues such as limited technology budgets, teacher training is

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Ishartono, Naufal, Siti Hajar binti Halili, Rafiza binti Abdul Razak, and Adi Jufriansah. "Factors shaping Indonesian preservice math teachers’ digital media adoption in online mathematics teaching practice: An instrument development and validation study." Journal on Mathematics Education 15, no. 4 (2024): 1219–50. https://doi.org/10.22342/jme.v15i4.pp1219-1250.

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Numerous studies have examined the development of instruments to identify factors influencing preservice teachers' integration of technology in teaching practices. However, limited research has been dedicated to designing instruments specifically tailored to assess mathematics preservice teachers' integration of Digital Mathematics Learning Media (DMLM) during online teaching practice. This gap is particularly pertinent in the Indonesian context, where assessing future teachers' competencies is crucial. Addressing this gap, the present study endeavors to develop and validate an instrument to i

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Abd El-Hakeem, Shereen Salah. "E-Learning as a prerequisite of 21st century skills and training of mathematics teachers." International Journal of research in Educational Sciences 4, no. 2 (2021): 131–54. http://dx.doi.org/10.29009/ijres.4.2.3.

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The present article aims at identifying the challenges and the skills of 21st century; and how can the student teachers acquire these skills. What are the expectations of these students in the light of the 21st century skills? So, educators should develop the teaching performance of math student teachers. The present article also presents TPACK model which assures the integration between technology and subject content as prerequisites for 21st century effective teaching. Besides, the recommendations of embedding the 21st century skills in pre and during preparing programs for math teachers.

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Dissertations / Theses on the topic "TPACK-Math"

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Johnston, Christopher J., and Patricia Moyer-Packenham. "A Comprehensive Model for Examining Pre-Service Teachers' Knowledge of Technology Tools for Mathematical Learning: The T-MATH Framework." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82604.

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Silva, Sandra Gouveia da. "Recursos didáticos na aula de matemática: contributos para o processo de ensino e aprendizagem." Master's thesis, 2021. http://hdl.handle.net/10400.13/4019.

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A Prática de Ensino Supervisionada (PES) assume particular relevo na formação didática dos futuros profissionais da área da educação, sendo estes, os principais agentes em toda a ação educativa. Contudo, é de suma importância empreender práticas pedagógicas que fomentem, no discente, competências fundamentais para que este se torne um cidadão ativo na sociedade, capacitado para resolver múltiplos e diversos problemas. Este trabalho descreve toda a atividade implementada no âmbito da PES, unidade curricular do Mestrado em Ensino de Matemática no 3.º Ciclo do Ensino Básico e no Se

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Book chapters on the topic "TPACK-Math"

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Sullivan, Dennis D. "Elementary Teachers' Math Instructional Practices, Receptivity to Change, Instructional Leadership, and Academic Optimism." In Maximizing Social Science Research Through Publicly Accessible Data Sets. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3616-1.ch009.

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This study sought to identify the relationships among elementary teachers' instructional practices in mathematics pre- and post-Common Core Learning Standards (CCLS) implementation in relation to technological and pedagogical content knowledge (TPACK), formative assessment, reflective practice, receptivity to change, academic optimism, and instructional leadership across age, years of experience, grade level taught, and college math credits taken in high and low needs schools. Teacher responses from low and high need schools across age, years of teaching experience, grade level taught, and col

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Wiburg, Karin, Barbara Chamberlin, Karen M. Trujillo, Julia Lynn Parra, and Theodore Stanford. "Transforming Mathematics Teaching Through Games and Inquiry." In K-12 STEM Education. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3832-5.ch014.

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This chapter describes the design, development, and testing of a successful mathematics game-based intervention, Math Snacks, for students in grades 3–7. This program shows the impact of an integrative approach of developing Technological Pedagogical Content Knowledge (TPACK), where interactive digital media are combined with inquiry-based activities in classrooms facilitated by teacher involvement. Teachers played a key role in development and testing of Math Snacks, both by using them in their classrooms and by teaching core mathematics concepts connected to each module during annual summer

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Wiburg, Karin, Barbara Chamberlin, Karen M. Trujillo, Julia Lynn Parra, and Theodore Stanford. "Transforming Mathematics Teaching through Games and Inquiry." In Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0120-6.ch003.

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This chapter describes the design, development, and testing of a successful mathematics game-based intervention, Math Snacks, for students in grades 3–7. This program shows the impact of an integrative approach of developing Technological Pedagogical Content Knowledge (TPACK), where interactive digital media are combined with inquiry-based activities in classrooms facilitated by teacher involvement. Teachers played a key role in development and testing of Math Snacks, both by using them in their classrooms and by teaching core mathematics concepts connected to each module during annual summer

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Johnston, Christopher J., and Patricia S. Moyer-Packenham. "A Model for Examining the Criteria Used by Pre-Service Elementary Teachers in Their Evaluation of Technology for Mathematics Teaching." In Educational Technology, Teacher Knowledge, and Classroom Impact. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-60960-750-0.ch009.

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Multiple existing frameworks address aspects of teachers’ knowledge for teaching mathematics with technology. This study proposes the integration of several frameworks, including TPACK (Mishra & Koehler, 2006), MKT (Ball, Thames, & Phelps, 2008), and technology evaluation criteria (Battey, Kafai, & Franke, 2005) into a new comprehensive model for interpreting teachers’ knowledge of the use of technology for teaching mathematics: the T-MATH (Teachers’ Mathematics and Technology Holistic) Framework The study employed quantitative and qualitative methods to examine 144 pre-service ele

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Mistretta, Sharon. "Virtual Robotics in Hybrid Teaching and Learning." In New Updates in E-Learning [Working Title]. IntechOpen, 2022. http://dx.doi.org/10.5772/intechopen.102038.

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Traditional robotics instruction in face-to-face classrooms, after-school clubs, and independent competition environments align with expensive, physical robot kits shared by students. Students or parent groups often elect themselves because of previous experience, expertise, or perceived technical ability to dominate the physical robotic platforms’ planning, engineering, building, and subsequent programming. This self-elected grabbing of control leaves students who are not regarded as well-positioned to contribute sidelined to observe the self-appointed experts of the group. Virtual robotics p

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Lyublinskaya, Irina. "Evolution of a Course for Special Education Teachers on Integrating Technology into Math and Science." In Handbook of Research on Teacher Education in the Digital Age. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8403-4.ch020.

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This chapter describes a two-year development of a graduate pedagogy course for pre-service special education teachers to integrate technology into teaching mathematics and science. The Technological Pedagogical Content Knowledge (TPACK) framework was used for the course design. The chapter discusses the modifications made to the course from semester to semester based on the analysis of lesson plan TPACK scores and information drawn from pre-service teachers' written feedback. The challenge was to determine an optimal balance between theory and practice and between guided and independent learn

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Kim, Jackie HeeYoung, Ardyth Foster, and Moon-Heum Cho. "Professional Development for Technology Integration into Differentiated Math Instruction." In Handbook of Research on Transformative Digital Content and Learning Technologies. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2000-9.ch001.

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To make a connection between pedagogy and technology in teaching, this chapter will explore whether or not a professional development design and practice, whose aim is to help teachers use technology for personal purposes, readily translates into the ability to effectively teach and learn with technology. Adopting a conceptual framework known as self-efficacy beliefs and TPACK, or technological pedagogical content knowledge (Mishra & Koehler, 2006), this chapter discusses the design of a professional development model, the goal of which is increasing the critical attribute of the successfu

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