Development and validation of the secondary mathematics teachers’ TPACK scale: A study in the Chinese context
0 visualizações desta ficha 0 acessos ao texto completo Contagem real do Portal desde 25/09/2026; tráfego comum, sem testes; quem desativa o rastreamento no navegador não é contado.
Resumo
This study aimed to develop and validate the secondary mathematics teachers’ technological pedagogical and content knowledge (TPACK) scale (SMTTS) to assess the knowledge domains of TPACK framework among secondary mathematics teachers in China. SMTTS was designed to be subject-oriented and culturally relevant, addressing the specific needs and context of mathematics education in China. Data were collected using a web-based questionnaire from secondary mathematics teachers in Chongqing Jiulongpo District. Exploratory and confirmatory factor analyses were conducted to assess the reliability and validity of the scale. The findings demonstrated that SMTTS exhibited strong reliability and validity, supporting its use as a robust measurement tool for assessing secondary mathematics teachers’ TPACK. The scale demonstrated good psychometric properties, including satisfactory factor loadings, internal consistency, and model fit indices. The development of SMTTS contributes to the field by providing a precise and reliable instrument that can inform the design of targeted professional development programs and guide policy decisions regarding technology integration in mathematics education. This study has theoretical and practical implications. SMTTS addresses the need for a subject-specific and culturally relevant assessment tool for measuring TPACK in mathematics education. It acknowledges mathematics teachers’ unique challenges in integrating digital technologies into their instructional practices. The scale’s development and validation process incorporated considerations of the Chinese educational context, enhancing its relevance for practitioners and researchers in China. SMTTS can facilitate the identification of areas for improvement in teachers’ TPACK and guide the implementation of tailored interventions and support initiatives.
Dados da obra
- Tipo
- Artigo
- Periódico
- Eurasia Journal of Mathematics Science and Technology Education, v. 19, n. 11, p. em2350
- Editora
- Modestum Limited
- Ano
- 2023 (2023-09-11)
- Idioma
- en
- Palavras-chave
- TPACK; technological pedagogical content knowledge; secondary mathematics teachers; scale development; scale validation; psychometric properties; teacher knowledge assessment; educational technology in mathematics; teacher professional development; Chinese mathematics education
- Temas
- Avaliação, Formação de Professores de Matemática, Tecnologias Digitais
- DOI
- 10.29333/ejmste/13671
- ISSN
- 1305-8215, 1305-8223
- Licença
- cc-by
- Acesso
- Download disponível
- Fontes
- OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
LI, Mao; NOORI, Abdul Qawi; LI, Yanxi. Development and validation of the secondary mathematics teachers’ TPACK scale: A study in the Chinese context. Eurasia Journal of Mathematics Science and Technology Education, v. 19, n. 11, p. em2350, 2023. DOI: https://doi.org/10.29333/ejmste/13671.
APA
Li, M., Noori, A. Q., & Li, Y. (2023). Development and validation of the secondary mathematics teachers’ TPACK scale: A study in the Chinese context. Eurasia Journal of Mathematics Science and Technology Education, 19(11), em2350. https://doi.org/10.29333/ejmste/13671
BibTeX
@article{li2023,
author = {Li, Mao and Noori, Abdul Qawi and Li, Yanxi},
title = {Development and validation of the secondary mathematics teachers’ TPACK scale: A study in the Chinese context},
year = {2023},
journal = {Eurasia Journal of Mathematics Science and Technology Education},
volume = {19},
number = {11},
pages = {em2350},
publisher = {Modestum Limited},
doi = {10.29333/ejmste/13671},
language = {en}
}RIS
TY - JOUR AU - Li, Mao AU - Noori, Abdul Qawi AU - Li, Yanxi TI - Development and validation of the secondary mathematics teachers’ TPACK scale: A study in the Chinese context PY - 2023 JO - Eurasia Journal of Mathematics Science and Technology Education VL - 19 IS - 11 SP - em2350 DO - 10.29333/ejmste/13671 LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
Obras relacionadas
Obras do acervo corrente com mais temas em comum.
-
From Knowledge to Instruction: Examining the Roles of Usefulness and Teaching Self-Efficacy on Postgraduate Students’ Willingness to Teach Ethnomathematics
Journal on Efficiency and Responsibility in Education and Science, v. 19, n. 3 · DOI 10.7160/eriesj.2026.190306
-
O USO DA MODELAGEM MATEMÁTICA NO ENSINO DE EQUAÇÕES DIFERENCIAIS ORDINÁRIAS: UMA REVISÃO CRÍTICA DA LITERATURA E SUAS IMPLICAÇÕES PARA O ENSINO SUPERIOR
Revista Tópicos., v. 4, n. 36 · DOI 10.70773/revistatopicos/786504083
- Álgebra
- Avaliação
- Currículo
- Formação de Professores de Matemática
- Inclusão
- Modelagem Matemática
- Tecnologias Digitais
Download disponível Baixar PDF na fonte: O USO DA MODELAGEM MATEMÁTICA NO ENSINO DE EQUAÇÕES DIFERENCIAIS ORDINÁRIAS: UMA REVISÃO CRÍTICA DA LITERATURA E SUAS IMPLICAÇÕES PARA O ENSINO SUPERIOR (abre em nova aba) Acessar texto completo: O USO DA MODELAGEM MATEMÁTICA NO ENSINO DE EQUAÇÕES DIFERENCIAIS ORDINÁRIAS: UMA REVISÃO CRÍTICA DA LITERATURA E SUAS IMPLICAÇÕES PARA O ENSINO SUPERIOR (abre em nova aba) -
EXPLORANDO EL POTENCIAL DE STEAM EN LA ENSEÑANZA DE LA MATEMÁTICA: ESTUDIO DE INVESTIGACIÓN ACCIÓNEN UN COLEGIO OFICIAL DE PANAMÁ OESTE
Congreso Nacional de Ciencia y Tecnología – APANAC · DOI 10.33412/apanac.2025.2
-
Enseñanza del Cálculo Integral en Contextos Reales con mediación Tecnológica: Revisión Crítica y Sistematización de una Experiencia Formativa
Ciencia Latina Revista Científica Multidisciplinar, v. 10, n. 5 · DOI 10.37811/cl_rcm.v10i5.25876
-
Uma caracterização de programas de pós-graduação de/com pesquisa em educação matemática no Brasil
Educação Matemática Pesquisa Revista do Programa de Estudos Pós-Graduados em Educação Matemática, v. 28 · DOI 10.23925/1983-3156.2026.v28.e72810
Em verificação