TPACK Framework: Impact on High School Mathematics Instruction
DOI:
https://doi.org/10.22399/ijcesen.2830Keywords:
Implementation, TPACK, Integrity, Framework, ContentAbstract
This study assesses the influence of the Technological Pedagogical Content Knowledge (TPACK) framework on secondary mathematics teachers' instructional practices, highlighting challenges and benefits of its classroom implementation. A mixed-methods approach combined qualitative interviews with 15 teachers and a quantitative survey. The research instruments included a structured questionnaire using a 4-point Likert scale to assess teachers' knowledge of technology, pedagogy, and content, alongside in-depth interviews exploring their experiences with TPACK integration. The findings indicate that integrating TPACK enhances teachers' perceptions of their technological and pedagogical competencies. Approximately 40% of teachers demonstrated strong knowledge of using technology for instruction. However, challenges such as varying levels of TPACK understanding among teachers were identified. The study emphasizes the need for continuous professional development to improve teachers' TPACK knowledge and recommends targeted training programs to address disparities. Further research is suggested to explore tools that support or hinder effective technology integration in mathematics education.
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