Unravelling the Dynamics of Technology Integration in Mathematics Education: A Structural Equation Modelling Analysis of TPACK Components

Resumo

This quantitative study examined the dynamics of the Technological Pedagogical Content Knowledge (TPACK) framework within mathematics education, centring on the role of Contextual Knowledge (XK). The research, conducted with middle school mathematics teachers in Chongqing, China, employed structural equation modelling (SEM) to explore the relationships between various TPACK components. The study establishes discriminant validity and demonstrates an excellent fit for the SEM model. Notably, it uncovers significant correlations within the TPACK framework, with a special emphasis on the influence of XK. The findings indicate that XK, in conjunction with Pedagogical Knowledge (PK), Pedagogical Content Knowledge (PCK), and Technological Content Knowledge (TCK), considerably impacts the overall TPACK construct. The research highlights the critical influence of XK on key TPACK components, such as Technological Pedagogical Knowledge (TPK), PCK, and TPACK itself. These results underline the importance of integrating XK in professional development programs focused on TPACK, accentuating its vital role in effectively integrating technology in mathematics education. This study significantly contributes to the academic understanding of TPACK's complex dynamics. It provides essential insights for enhancing technology integration in mathematics education, offering valuable guidance for educational practitioners and policymakers.

Dados da obra

Tipo

Artigo

Periódico

Education and Information Technologies, v. 29, n. 17, p. 23687-23715

Editora

Springer Science+Business Media

Ano

2024 (2024-05-30)

Idioma

en

Palavras-chave

Technological Literacy; Pedagogical Content Knowledge; Mathematics Education; Middle School Teachers; Mathematics Teachers; Faculty Development; Technology Integration; Educational Technology; Technology Uses in Education; Foreign Countries; TPACK; contextual knowledge; technological content knowledge; pedagogical knowledge; technological pedagogical knowledge; middle school mathematics teachers; teacher professional development

Temas

Formação de Professores de Matemática

DOI

10.1007/s10639-024-12805-w

ISSN

1360-2357, 1573-7608

Licença

cc-by

Acesso

Acesso aberto

Fontes

ERIC — Education Resources Information Center; OpenAlex

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026