Analysis of TPACK Incorporated Learning Devices: An Exploratory Descriptive Study of Mathematics Teachers

Resumo

Several studies are examining the problem of mathematics learning devices, but few have specifically explored the devices that are incorporated with technological pedagogical content knowledge (TPACK). Therefore, this study aims to descriptively explore the incorporation of TPACK in mathematics learning devices. An exploratory descriptive method was used to achieve the objective of the analysis. Participants were 36 mathematics teachers, aged 30–50 years, and more than five years of teaching experience. Following the process, the instruments used during the analysis were learning device assessment sheets and interview guidelines. The data obtained were analyzed using quantitative analysis to identify the criteria for learning devices. The results showed that the criteria for TPACK incorporation in mathematics learning devices were medium and low. These signified that mathematics teachers had not optimally incorporated TPACK into learning devices. Despite learning devices meeting the feasibility aspect, the language criteria were high, and the presentation as well as graphic criteria were high and medium. A total of four competencies were targeted in learning devices, namely critical thinking, creativity, communication, and collaboration. The results of this study recommended that TPACK-incorporated mathematics learning devices be implemented in schools.

Dados da obra

Tipo

Artigo

Periódico

European Journal of STEM Education, v. 10, n. 1, p. 09

Editora

Lectito Journals

Ano

2025 (2025-08-15)

Idioma

en

Palavras-chave

TPACK; mathematics learning devices; mathematics teachers; technology integration in teaching; critical thinking; creativity; communication; collaboration; teacher competence

Temas

Avaliação

DOI

10.20897/ejsteme/16757

ISSN

2468-1954, 2468-4368

Licença

cc-by

Acesso

Download disponível

Fontes

OpenAlex

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026