Mathematics Teachers’ TPACK: Confronting Classroom Challenges in the Digital Era
TL;DR
The results suggest that teachers were generally able to use digital tools and identify technologies suited to mathematics instruction, but they still needed sustained support in pedagogical adaptation, assessment, classroom management, and consistent integration of technology with mathematical concepts and learning objectives.
Abstract
This study examined mathematics teachers’ Technological Pedagogical Content Knowledge (TPACK) amid the increasing digitalization of education. Using a descriptive qualitative design, data were collected from twelve mathematics teachers through questionnaires, semi-structured interviews, and classroom observations. The findings indicate that teachers demonstrated strong Technological Knowledge (TK) and Content Knowledge (CK), while Technological Content Knowledge (TCK) and integrated TPACK were categorized as “Very Good.” Pedagogical Knowledge (PK), Pedagogical Content Knowledge (PCK), and Technological Pedagogical Knowledge (TPK) were categorized as “Good,” indicating competence but also room for further development. These results suggest that teachers were generally able to use digital tools and identify technologies suited to mathematics instruction, but they still needed sustained support in pedagogical adaptation, assessment, classroom management, and consistent integration of technology with mathematical concepts and learning objectives. The study highlights the importance of continuous professional development to strengthen teachers’ ability to integrate technology meaningfully in mathematics learning.