The Technological Pedagogical Content Knowledge of Mathematics Teachers: An Exploration

Abstract

The current study reports an exploration study of 124 secondary mathematics teachers TPACK. It employs a survey design where a self-reported questionnaire and interviews were used for data collection. Apart from descriptive and inferential statistics including the t-test, effect size, and ANOVA, qualitative findings were presented. Although finding indicate moderate levels of TPACK overall, the actual use of technology for instructional purposes was low. The study recommends the provision of professional development in technology integration for mathematics teachers while addressing gender issues.