A systematic literature review of Technological, Pedagogical and Content Knowledge (TPACK) in mathematics education: Future challenges for educational practice and research

This systematic literature review examines the development of Technological, Pedagogical and Content Knowledge (TPACK) in mathematics education and its impact on teaching. The study analyzed 25 peer-reviewed articles published between January of 2018 and December of 2022 from the Scopus and ERIC dat...

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Bibliographic Details
Published in:Cogent education Vol. 10; no. 2
Main Authors: Kholid, Muhammad Noor, Hendriyanto, Agus, Sahara, Sani, Muhaimin, Lukman Hakim, Juandi, Dadang, Sujadi, Imam, Kuncoro, Krida Singgih, Adnan, Mazlini
Format: Journal Article
Language:English
Published: Abingdon Cogent 11.12.2023
Taylor & Francis Ltd
Taylor & Francis Group
Subjects:
Addition & subtraction
Educational Practices
Literature reviews
Mathematics education
Mathematics teachers
Pedagogy
Preservice Teachers
systematic literature review
Systematic review
Teaching
technological pedagogical content knowledge
TPACK
TPCK
ISSN:2331-186X, 2331-186X
Online Access:Get full text
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Summary:This systematic literature review examines the development of Technological, Pedagogical and Content Knowledge (TPACK) in mathematics education and its impact on teaching. The study analyzed 25 peer-reviewed articles published between January of 2018 and December of 2022 from the Scopus and ERIC databases to answer four research questions. The results reveal that most studies on TPACK have been conducted in Turkey, the United States, Costa Rica, and Malaysia, with both in-service and pre-service mathematics teachers as subjects. The majority of the studies focus on the use of digital technology and identify factors that hinder the development of TPACK among mathematics teachers, including lack of confidence, resistance to change, lack of institutional support, and inadequate resources. The study recommends active participation in pedagogical technology training for teachers and prospective teachers to improve mathematics teaching. Although the use of technology in teaching and learning offers many benefits, it also presents challenges that need to be addressed to effectively integrate technology into mathematics teaching and enhance the development of TPACK among mathematics teachers.
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ISSN:2331-186X
2331-186X
DOI:10.1080/2331186X.2023.2269047