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Journal articles on the topic 'TPACK-Math'

Author: Grafiati

Published: 3 June 2025

Last updated: 1 August 2025

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1

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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Soncio, Marlyn S., Dionabel M. Bairoy, and Jerwin L. Repollo. "The Effect of TPACK on Developing 21st-Century Teaching Skills: A Pre-Service Teacher’s Perspective." International Journal of Research and Innovation in Social Science VIII, no. IX (2024): 1804–15. http://dx.doi.org/10.47772/ijriss.2024.8090148.

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The study aimed to determine the significant effect of Technological Pedagogical Content Knowledge (TPACK) on the 21st Century Teaching Skills among pre-service teachers in Agusan del Sur State College of Agriculture and Technology. Using universal sampling, 233 pre-service teachers from the BSEd-Math, BSEd-Science, and BSEd-English programs and 233 cooperating teachers participated in the study during the academic year 2023-2024. The study used a Predictive Correlational Research Design. The researchers used the data collection instruments created by Schmidt et al. (2014) to gauge the Technol

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Hanifah, Umi, I. Ketut Budayasa, Raden Sulaiman, and Masriyah. "TPACK competence of mathematics education students in designing constructivist learning." Perspectives of Science and Education 68, no. 2 (2024): 249–60. http://dx.doi.org/10.32744/pse.2024.2.15.

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The problem and the aim of the study. This study examines mathematics education students' TPACK (Technological Pedagogical Content Knowledge) and constructivist learning skills. The major issue is mathematical education students' ability to integrate technology, pedagogical expertise, and mathematical content knowledge in a constructivist learning setting. The study topics include how well students employ constructivist ideas in learning design, how technology supports mathematics learning, and what variables impact their TPACK abilities. By studying it more, this research may help enhance the

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Karlee, Stapf &. Barbara Martin. "TPACK + MATHEMATICS: A REVIEW OF CURRENT TPACK LITERATURE." TPACK + MATHEMATICS: A REVIEW OF CURRENT TPACK LITERATURE 8, no. 3 (2019): 19. https://doi.org/10.5281/zenodo.3482066.

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This paper will summarize a review of current literature on the Technology, Pedagogy and Content Knowledge (TPACK) framework, discuss innovative technology integration in teacher preparation and mathematics methods courses for teacher candidates studying elementary education.  Themes that emerged in the review of current TPaCKliterature included the importance of understanding the TPACK framework, developing self efficacy, the vital role that modeling plays, how collaboration impacts and finally, just how powerful reflection can be in the application of TPACK.  This paper will examin

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Hill, Julia Eden, and Lida Uribe-Florez. "Understanding Secondary School Teachers’ TPACK and Technology Implementation in Mathematics Classrooms." International Journal of Technology in Education 3, no. 1 (2019): 1. http://dx.doi.org/10.46328/ijte.v3i1.8.

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The technological, pedagogical, and content knowledge (TPACK) framework provides an understanding of a teacher’s knowledge in the three areas and how it is used to effectively teach with technology (Koehler, Mishra, & Cain, 2013). This study explores the TPACK of middle and high school math and special education teachers and how teachers integrate technology in their mathematics classrooms. Teachers in a rural public school district in the Mid-Atlantic region of the U.S were surveyed. In the concurrent mixed-method design, data were collected using a survey with 22 close-ended questions fr

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Morales-López, Yuri, Adriana Breda, and Vicenç Font. "Articulation Between a Technological Model and an Educational Model to Deepen the Reflection of Prospective Mathematics Teachers." International Journal of Educational Methodology 10, no. 3 (2024): 479–94. https://doi.org/10.12973/ijem.10.3.479.

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This article is aimed at integrating the Technological Pedagogical Content Knowledge (TPACK) system with the Didactic Suitability Criteria (DSC) of the Didactic-Mathematical Knowledge and Competences (DMKC) system to improve the reflection of prospective mathematics teachers on online classes. Thirteen prospective teachers, divided into two subgroups, participated in a training cycle that addressed both models. Each participant used and created indicators of reflection of the assigned model to analyze an online class on functions, and subgroups exchanged reflections to examine the class from t

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Erdogan, Ahmet, and Ismail Sahin. "Relationship between math teacher candidates’ Technological Pedagogical And Content Knowledge (TPACK) and achievement levels." Procedia - Social and Behavioral Sciences 2, no. 2 (2010): 2707–11. http://dx.doi.org/10.1016/j.sbspro.2010.03.400.

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Kaplon-Schilis, Aleksandra, and Irina Lyublinskaya. "Analysis of Relationship Between Five Domains of TPACK Framework: TK, PK, CK Math, CK Science, and TPACK of Pre-service Special Education Teachers." Technology, Knowledge and Learning 25, no. 1 (2019): 25–43. http://dx.doi.org/10.1007/s10758-019-09404-x.

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Kim, Bumi. "Development of TPACK and mathematical communication of pre-service teachers in math classes using apps for group creativity." Korean School Mathematics Society 25, no. 2 (2022): 195–224. http://dx.doi.org/10.30807/ksms.2022.25.2.005.

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In this study, pre-service mathematics teachers cultivated technology content teaching knowledge (TPACK) in the regular curriculum of the College of Education. The course was designed to enhance pre-service teachers' mathematical communication skills by using an application, which is a mobile mathematics learning content for the development of group creativity of high school students. The educational program to improve mathematics teaching expertise using the application for group creativity expression consists of pre-education, goal setting, planning, teaching at school, and evaluation. In th

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Hu, Hsing-Wen, and Grant Sasse. "Investigation of Newly Graduated High School Math Teachers’ TPACK Competence and Levels through Supportive Workshops." International Journal of Science, Mathematics and Technology Learning 32, no. 1 (2024): 53–82. http://dx.doi.org/10.18848/2327-7971/cgp/v32i01/53-82.

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Grisi-Dicker, Loretta M., Muteb M. Alqahtani, and Arthur B. Powell. "Changes of Teachers’ discursive practices learning dynamic mathematics in a collaborative, online environment." Revista de Educação Matemática 14, no. 17 (2017): 147–59. http://dx.doi.org/10.25090/remat25269062v14n172017p147a159.

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Using data from an inservice professional development course, we inquire into changes in secondary teachers’ discursive practices in a latter part of the course compared to the beginning of the course. Participants interacted in a collaborative online environment, known as Virtual Math Teams with GeoGebra (VMTwG), focusing on discursive, mathematical, and collaborative practices. From a sociocultural perspective, we believe that teachers gradually develop their Technological Pedagogical Content Knowledge (TPACK) by interacting discursively in small teams. Using conventional content analysis of

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Hu, Hsing-Wen. "Developing Pre-service Teachers’ TPACK Capacity through the Use of the ASSURE Model for Teaching Math." Journal of Technologies in Knowledge Sharing 11, no. 2 (2015): 19–29. http://dx.doi.org/10.18848/2381-9235/cgp/v11i02/56479.

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Morales-López, Yuri, Adriana Breda, and Vicenç Font. "Articulation Between a Technological Model and an Educational Model to Deepen the Reflection of Prospective Mathematics Teachers." International Journal of Educational Methodology me-10-2024, me-10-issue-3-august-2024 (2024): 479–94. http://dx.doi.org/10.12973/ijem.10.3.479.

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<p style="text-align:justify"><span style="font-size:9.0pt"><span style="color:black">This article is aimed at integrating the Technological Pedagogical Content Knowledge (TPACK) system with the Didactic Suitability Criteria (DSC) of the Didactic-Mathematical Knowledge and Competences (DMKC) system to improve the reflection of prospective mathematics teachers on online classes. Thirteen prospective teachers, divided into two subgroups, participated in a training cycle that addressed both models. Each participant used and created indicators of reflection of the assigned model

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Patriarca, Fábio Henrique, Nielce Meneguelo Lobo da Costa, and Samira Fayez Kfouri Da Silva. "The Continuing Distance Education Program M@tmídias: Contributions to the teaching of trigonometry." Acta Scientiae 21, no. 3 (2019): 41–58. http://dx.doi.org/10.17648/acta.scientiae.v21iss3id4964.

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This article presents a clipping of research on a Continuing Distance Learning Program for 600 High School Math Teachers working in public schools of São Paulo state, Brazil. The formative Program entitled M@tmídias aimed to discuss the use of Learning Objects in the Mathematics teaching process. The research objective was to identify contributions of the use of technology for teaching Trigonometry. The theoretical base was developed by Imbernón’s ideas on continuing teachers’ education, as well as the ones of Mishra and Koehler regarding pedagogical technological content knowledge (TPACK). Th

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Madinno, Carmelo W. "Math Teaching Readiness of Secondary Mathematics Pre-service Teachers in the Cordillera Administrative Region." Mountain Journal of Science and Interdisciplinary Research (formerly Benguet State University Research Journal) 78, no. 1 (2018): 32–48. https://doi.org/10.70884/mjsir.v78i1.128.

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This study investigated the readiness of Secondary Mathematics Pre-service Teachers (SMPTs) in teaching mathematics. This was done by triangulating their academic performance, student-teaching performance, and perceived readiness in teaching mathematics. The study was conducted with 89 SMPTs who recently completed their mathematics teaching degree requirements from seven Teacher Education Institutions in the Cordillera Administrative Region. Results showed that academically, the SMPTs excelled in their ICT-related subjects followed by their Education and other basic subjects, while lowest grad

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Purnomo, Dhidik Joko, Ida Dwijayanti, and Aryo Andri Nugroho. "Enhancing Trigonometric Critical Thinking Through Innovative Learning: A Design Thinking Approach." AL-ISHLAH: Jurnal Pendidikan 17, no. 2 (2025): 2402–14. https://doi.org/10.35445/alishlah.v17i2.6891.

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This study aims to identify alternative solutions for enhancing students' critical thinking skills in mathematics, taking into account the needs of students and teachers, as well as developments in science, technology, and future educational demands. A design thinking approach was adopted, following five key stages: empathize, define, ideate (including meta-analysis), prototype, and test. The research involved 90 tenth-grade students and 8 mathematics teachers from three schools: SMAN 1 Semarang, SMAN 5 Semarang, and SMAN 14 Semarang. Data were collected through observations, questionnaires, a

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Suherman, Suherman. "Workshop on WA-PPG Application (Wolfram Alpha, Photo Math, Padlet, Geogebra) to Support the Pedagogical and Professional Competence of Mathematics MGMP Teachers in 50 Regency Cities in Implementing the Independent Curriculum." Pelita Eksakta 7, no. 2 (2024): 122–30. https://doi.org/10.24036/pelitaeksakta/vol7-iss2/233.

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The independent curriculum requires teachers to have professional competence in understanding the material and pedagogical competence in designing teaching modules according to the material. Teachers experience many obstacles. Teachers can overcome these obstacles by utilizing technological developments in learning (TPACK). The solution was provided by a Wolfram Alpha, Photo Math, Padlet, Geogebra, or WA-PPG application workshop for High School Mathematics MGMP teachers, Harau District, 50 City Regency. Based on pre-test and post-test data from 31 teachers, an N-Gain score for professional com

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Brown, Barbara, Nadia Delanoy, and Mark Webster. "Flipped Learning in Grade 7 and 9 Mathematics." Open/Technology in Education, Society, and Scholarship Association Conference 2, no. 1 (2022): 1–8. http://dx.doi.org/10.18357/otessac.2022.2.1.23.

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This design-based study focused on supporting students in grade 7 and 9 math classes by implementing a flipped learning model. In this study the researchers explored the perceptions of teachers and students about the benefits and challenges of a technology-enhanced pedagogy such as flipped learning. The study was conducted from January to June 2021 with two junior high math classes in a charter school in Alberta with a specialization in English language learning, and at a time when classes were shifting between in-person and online learning frequently due to COVID-19. Through a design-based ap

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Harron, Jason R., Yi Jin, Amy Hillen, Lindsey Mason, and Lauren Siegel. "Maker Math: Exploring Mathematics through Digitally Fabricated Tools with K–12 In-Service Teachers." Mathematics 10, no. 17 (2022): 3069. http://dx.doi.org/10.3390/math10173069.

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This paper reports on nine elementary, middle, and high school in-service teachers who participated in a series of workshops aimed at exploring the wonder, joy, and beauty of mathematics through the creation and application of digitally fabricated tools (i.e., laser-cut and 3D printed). Using the Technological Pedagogical and Content Knowledge (TPACK) framework to investigate technological, pedagogical, contextual, and content knowledge, researchers applied qualitative methods to uncover the affordances and constraints of teaching and learning math concepts with digitally fabricated tools and

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Wardoyo, Ali, and Sunismi Sunismi. "Contextual Teaching and Learning Approach Based On Tpack To Increase Students' Interest In Learning and Learning Outcomes." Mathline : Jurnal Matematika dan Pendidikan Matematika 9, no. 3 (2024): 629–44. http://dx.doi.org/10.31943/mathline.v9i3.598.

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This research is a Classroom Action Research (CAR) using Contextual Teaching and Learning (CTL) approach based on TPACK to increase students' interest and learning outcomes. The study involved 22 students of class VII at MTsN 2 Tanah Bumbu, with data collection techniques including observation, written tests, and questionnaires. The results showed that the CTL approach significantly increased students' interest in learning, with their attention to math increasing from 54.55% to 81.82% after the action. In addition, students' feelings of pleasure increased from 36.36% to 77.27%, and their inter

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Delanoy, Nadia, Jasmine El-Hacha, Monica Miller, and Barbara Brown. "Implementing a Flipped Learning Approach With TPACK in Grades 6 to 9." Canadian Journal of Learning and Technology 50, no. 1 (2024): 1–20. http://dx.doi.org/10.21432/cjlt28506.

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In this design-based study, a flipped learning approach using audio-visual resources as prelearning activities was examined in grades 6, 7, and 9 with four teachers and 65 students over one school year. The purpose of this study was to explore the implementation of a technology-enhanced pedagogy in science, math, and social studies. The implementation was sequenced to provide students who were also learning the English language with an opportunity to practice engaging with curriculum concepts through viewing prelearning videos with language tailored by the teacher and with embedded questions,

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Waluyo, Edy, and Nuraini Nuraini. "Development CPS Integrated TPACK Model to Improve Student Problem Solving In New Normal Pandemic Covid-19." Al-Jabar : Jurnal Pendidikan Matematika 12, no. 1 (2021): 133–46. http://dx.doi.org/10.24042/ajpm.v12i1.8600.

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In 21st-century learning, teachers must integrate technology, pedagogy knowledge, and content to improve students' problem-solving skills. Through problem-solving, students are required to think systematically, critically, logically, and have an unyielding attitude to find solutions to problems. This study aims to develop CPS integrated TPACK model to improve problem-solving capabilities. Borg and Gall model development research uses the research method, including needs analysis, product design, product development, product implementation, and evaluation. Data analysis was used in this study u

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Balo, Vincent Theodore M., and Joje Mar P. Sanchez. "Evaluation of educational assessment module for flexible STEM education." STEM Education 5, no. 1 (2025): 130–51. https://doi.org/10.3934/steme.2025007.

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<p>Modules are instructional materials used in flexible STEM education. With this, the Plan-Do-Study-Act action research model was employed to design, implement, and evaluate a self-learning module on Assessment in Learning (ASL) 2 for preservice teachers. Three education experts validated the ASL 2 module during the design phase. The Math and Science preservice teachers (N = 95) used and rated the validated module utilizing a pretest/posttest exam, survey questionnaire, and open-ended questions. The findings revealed that ASL 2 adhered to the prescribed module structure, format, and rel

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Elifas, Taimi Ndinelago, and Clement Simuja. "The pedagogical insights of mathematics teachers integrating artificial intelligence in rural upper primary schools of Namibia." Interdisciplinary Journal of Education Research 6 (October 6, 2024): 1–14. http://dx.doi.org/10.38140/ijer-2024.vol6.37.

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This paper presents a qualitative intervention study that explores the pedagogical experiences of mathematics teachers integrating Artificial Intelligence (AI) technologies into teaching mathematics in rural upper primary schools in Namibia. The Technological Pedagogical Content Knowledge (TPACK) framework, which intersects teachers’ understanding of technology integration with pedagogical techniques and subject matter knowledge, was adopted for the study. The research involved 13 mathematics teachers selected through purposive sampling. Data collection included two sharing circle discussions,

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Tiengyoo, Khemjira, Sayun Sotaro, and Sermsri Thaithae. "LEVELS OF FACTORS INFLUENCING THE 21ST-CENTURY MATHEMATICS TEACHING CHALLENGES FOR SECONDARY STUDENTS IN THE SECONDARY EDUCATIONAL SERVICE AREA OFFICE OF LOPBURI: A STRUCTURAL EQUATION MODELING APPROACH." Problems of Education in the 21st Century 82, no. 3 (2024): 410–23. http://dx.doi.org/10.33225/pec/24.82.410.

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Student’s attitude towards 21st-century mathematics teaching is affected by factors such as content knowledge, knowledge of teaching and learning activities, attitude towards mathematics and technology knowledge. The aim of this study was to construct structural equation models for investigating 21st-century mathematics teaching and learning among secondary mathematics students in the Secondary Educational Service Area Office Lopburi (SEAOL). Quantitative research used the 21st-century TPACK framework. The research sample consisted of 400 SEAOL students from the 1/2022 semester using multi-sta

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Colling, Juliane, and Adriana Richit. "Aspectos Transversais da Articulação dos Conhecimentos Profissionais na Formação Inicial de Professores de Matemática." Jornal Internacional de Estudos em Educação Matemática 13, no. 1 (2020): 17–25. http://dx.doi.org/10.17921/2176-5634.2020v13n1p17-25.

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O artigo, que se baseia nos resultados de uma pesquisa de mestrado sobre as perspectivas de utilização das tecnologias digitais na formação inicial docente em matemática, evidencia e discute aspectos transversais da articulação das tecnologias digitais ao processo de desenvolvimento de conhecimentos profissionais na formação de professores. Tomando por referencial o conceito de conhecimento profissional de Lee Shulman e o construto sobre os conhecimentos pedagógico, tecnológico e do conteúdo – TPACK, a pesquisa buscou evidenciar as perspectivas de articulação dos conhecimentos tecnológico, ped

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Zeynivandnezhad, Fereshteh, Nasrin Asgharzadeh, and Ramón Emilio Fernández. "A Quantitative Assessment of High School Math Teacher's Technological Pedagogical and Content Knowledge." International Journal for Technology in Mathematics Education 30, no. 1 (2023): 3–17. http://dx.doi.org/10.1564/tme_v30.1.1.

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The applicability of digital technologies is increasing boundlessly and so are the opportunities of the end-users, with ample opportunities to embed these technologies in the teaching and learning process. Nonetheless, classroom adoption of technologies, particularly in mathematics remains on the lower end of innovation in teaching and learning. To remedy this deficit, education policy makers can take advantage of the existing Technological Pedagogical and Content Knowledge (TPACK) framework. After multiple analyses of Iranian Teachers' self -assessed TPACK, this study places them within the T

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Jamaan, Elita Zusti, and Yerizon Yerizon. "Enhancing teacher creativity in digitalizing math-literacy modules through technological pedagogical content knowledge training." Al-Jabar : Jurnal Pendidikan Matematika 14, no. 1 (2023): 141–51. http://dx.doi.org/10.24042/ajpm.v14i1.16832.

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Mathematical literacy is one of the abilities that must be mastered by teachers. To increase teachers' creative competence, digital modules oriented towards mathematical literacy are supported by Technological Pedagogical and Content Knowledge (TPACK) training. This study aims to evaluate the validity and practicality of digital modules oriented towards mathematical literacy. This study uses the design research method with the Plomp model, which consists of three stages: preliminary research, the prototype stage, and the evaluation stage. The instruments used were validation sheets for materia

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Qinglin, Li, and Riyan Hidayat. "The Mediating Role of Self-Efficacy and Belief Between Technological Pedagogical Content Knowledge and Modes of Technology use among Elementary School Teacher in China." International Journal of Educational Reform, June 16, 2025. https://doi.org/10.1177/10567879251345810.

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This study examines the mediating role of self-efficacy and belief between technological pedagogical content knowledge (TPACK) and modes of technology use among elementary school teachers in China. Utilizing a predictive correlational research design, data were collected from 506 elementary school math teachers. structural equation modeling with AMOS version 18.0 was employed to rigorously examine the proposed model. Our findings revealed a significant correlation between TPACK and modes of technology use among elementary school teachers in China. Additionally, self-efficacy and belief were fo

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Priyanda, Roni, Tatang Herman, Rizki Amalia, and Iden Rainal Ihsan. "Exploring teachers’ pedagogical reasoning in mathematics education using the TPACK framework." Frontiers in Education 10 (May 16, 2025). https://doi.org/10.3389/feduc.2025.1552760.

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Effective integration of technology in mathematics education requires teachers to blend content knowledge, pedagogical strategies, and digital tools. The Technological Pedagogical Content Knowledge (TPACK) framework offers a lens for understanding teachers’ pedagogical reasoning when designing technology-enhanced lessons. However, the ways in which TPACK informs instructional planning and the challenges educators face remain under - synthesized. A systematic review following PRISMA guidelines was conducted using Scopus (2015–2024). Search terms included “pedagogical reasoning,” “instructional

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Wahyuni, Fina Tri. "HUBUNGAN ANTARA TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) DENGAN TECHNOLOGY INTEGRATION SELF EFFICACY (TISE) GURU MATEMATIKA DI MADRASAH IBTIDAIYAH." JURNAL PENDIDIKAN MATEMATIKA (KUDUS) 2, no. 2 (2019). http://dx.doi.org/10.21043/jpm.v2i2.6358.

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<em>RELATIONSHIP BETWEEN TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPAK) WITH TECHNOLOGY INTEGRATION SELF EFFICACY (TISE) MATH TEACHER IN THE ELEMENTARY SCHOOL .</em> <em>The study aims to determine the TPACK level of MI mathematics teachers in Gebog Kudus. It will also look at the TISE level of MI mathematics teachers at Gebog Kudus and the level of significance of the relationship between TPACK and TISE on MI mathematics teachers at Gebog Kudus. The design of this study uses quantitative research approaches with correlational designs. Subjects in the study were 143 mathe

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Tamoria, Ferdinand V. "Extent of Technology Integration in Mathematics Teacher Education Among State Institutions in Central Luzon." AsTEN Journal of Teacher Education 1, no. 1 (2016). https://doi.org/10.56278/asten.v1i1.148.

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This paper reports the findings of a study which explored how ten state teacher education institutions in Central Luzon, Philippines implemented technology integration in mathematics classes in the Bachelor of Secondary Education - Mathematics (BSEd-Math) Curriculum for pre-service mathematics teachers. Descriptive survey data from teacher education supervisors, mathematics teacher educators (MTEs), and students were collected through questionnaires, interviews, classroom observations and related documentary sources. The MTEs reported high levels of technological pedagogical content knowledge

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Kocagül, Merve, and Gül Ünal Çoban. "Evaluation of Pre-service Science and Math Teachers’ Online Teaching Experiences within the TPACK Framework." Journal of Educational Technology and Online Learning, April 30, 2024. http://dx.doi.org/10.31681/jetol.1332419.

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It is aimed to reveal the factors that shape pre-service teachers’ (PSTs) online teaching practices in the scope of the technological pedagogical content knowledge (TPACK) framework. Ten science and nine mathematics PSTs who experienced the practical part face-to-face and the theoretical part online of the Teaching Practice 2 course participated in this study based on multiple case study designs. The researchers collected data through online lesson videos and TPACK in Online Teaching Survey. Descriptive statistics were used for the survey analysis, while the document analysis technique was thr

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Okan, Durusoy, and Karamete Ayşen. "THE EFFECT OF INSTRUCTIONAL MATERIAL DESIGN PROCESS TO MATHEMATICS TEACHER CANDIDATES' TPACK." European Journal of Education Studies 4, no. 5 (2018). https://doi.org/10.5281/zenodo.1222082.

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It is inevitable to receive technology support for teacher training activities in this new era in which technology is at large in our lives. Sufficiency in terms of TPACK (Technology, Pedagogy and Content Knowledge) is among the basic conditions for being qualified teachers. For this reason, activities for teacher candidates' TPACK development should be involved in teacher training activities. TPACK expresses a combined knowledge, so complex activities should be consulted to increase this accumulation of knowledge. In this direction, the process of designing instructional materials allows

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Ijane Guarte Barrientos. "THE USE OF MATH APPS AND THE MATHEMATICS PERFORMANCE OF GRADE 8 STUDENTS IN NEW NORMAL EDUCATION." EPRA International Journal of Research & Development (IJRD), July 27, 2021, 632–43. http://dx.doi.org/10.36713/epra7869.

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This study on the use of math apps and the performance of grade 8 students in Mathematics under new normal education is underpinned by the TPACK framework of Shulman’s (1987,1986) in describing how teacher’s understanding of educational technologies and PCK interact with one another to produce effective teaching with technology. In this model, the three main components of teacher’s knowledge: content, pedagogy, and technology were considered in determining the effect of Math Apps on the performance of the grade 8 students at San Cristobal National High School, the School Year 2020-2021. It is

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Abo, Khadour Osama. "Investigating Technological Mathematical Knowledge Within the TPACK Framework: A Case Study of Syrian Math Teachers." Syrian Journal for Science and Innovation 2, no. 3 (2024). https://doi.org/10.5281/zenodo.13884291.

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Teachers are the backbone of the educational process. Therefore, many studies have investigated their technological and pedagogical content knowledge (TPACK) framework. This study aims to classify Syrian mathematics teachers’ technological mathematical knowledge (TMK), which we define as (the knowledge of educational technologies hardware and software along with how to use them to represent, explain, solve and explore mathematical content, ideas or issues regardless of the educational pedagogy). Moreover, to evaluate the impact of demographic variables. A 24-item Likert scale survey was

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Istenič, Andreja, Blaž Simčič, Vedrana Mikulić Crnković, and Marina Volk. "Croatian Elementary School Teachers’ Maths Teaching Efficacy Beliefs: Knowledge Domains and Cross-Curricular Maths in the Post-Digital Era." SAGE Open 13, no. 3 (2023). http://dx.doi.org/10.1177/21582440231187990.

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This correlational study addressed two issues pertinent to developing mathematical competences for the 21st Century. Firstly, in a post-digital society, technology is recognized in teachers’ pedagogic and subject-specific knowledge domains. Secondly, cross-curricular teaching must be introduced to respond to societal requirements for maths knowledge application in diverse areas of life and work. Croatian educational reform recognized the importance of informatics and the integration of ICT across curricula supporting cross-curricular teaching. When reforming teaching, teaching efficacy beliefs

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Sultana, Tamanna. "Exploring Factors Influencing ICT Integration in Urban Mathematics Classrooms: Insights from Bangladesh." Global Journal of Human-Social Science, June 16, 2025, 25–36. https://doi.org/10.34257/gjhssgvol25is3pg25.

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Considering the vast potential of ICT in the education sector, the Government of Bangladesh, like many other countries, has significantly emphasized incorporating ICT into education. Despite various initiatives taken by the government, teachers encounter multiple challenges while trying to integrate ICT into their teaching and learning practices. This study aims to explore the barriers that mathematics teachers face when conducting classes with the help of ICTs. This study adopted a multiple case study research design, considering two cases, one from a government school and the other from a pr

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Abar, Celina A. A. Pereira. "Articulações teóricas sobre a abordagem documental do didáticoTheoretical articulations on the documentary approach of didactics." Educação Matemática Pesquisa : Revista do Programa de Estudos Pós-Graduados em Educação Matemática 21, no. 5 (2019). http://dx.doi.org/10.23925/1983-3156.2019v21i5p217-229.

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Resumo:Este artigo apresenta um estudo de possíveis articulações teóricas que se aproximam da Gênese Documental e podem ser consideradas como possibilidades de apoio ao professor no desenvolvimento de seu trabalho documental, relativas à escolha e preparação de recursos. Consideramos que o trabalho documental para a escolha e transformação de recursos em documentos podem ser influenciadas pelos conhecimentos prévios dos professores do ponto de vista matemático, tecnológico, pedagógico e didático. Argumentamos sobre a importância em compreender que componentes estão presentes no processo de tra

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