Validating a Context-Specific TPACK Scale for Primary Mathematics Education in China

Resumo

This study presents the validation of a Technological Pedagogical Content Knowledge (TPACK) scale tailored explicitly for primary mathematics teachers in China. Recognizing the gap in context-specific TPACK assessment tools, the research aims to provide an instrument that aligns with the unique educational landscape of China. Utilizing established scales as prototypes, the study integrates the distinctive construct of contextual knowledge to encapsulate the interplay between technology, pedagogy, content, and the Chinese teaching context. A sample of 315 primary mathematics teachers from Chongqing, China, participated in this study. The scale's reliability and validity were rigorously tested using Cronbach's alpha and confirmatory factor analysis (CFA), ensuring its robustness and applicability. The findings show high internal consistency, with strong reliability indicated by Cronbach's alpha. CFA confirmed structural validity, with most fit indices meeting good fit criteria. Convergent and discriminant validity also demonstrated the scale's effectiveness in assessing the competencies needed for integrating technology into teaching. The study's main contribution is the development of a context-specific TPACK scale for Chinese primary mathematics education. This scale advances the theoretical understanding of TPACK in China and offers practical implications for teacher education, curriculum design, and technology policy, emphasizing the importance of context-sensitive assessment tools.

Dados da obra

Tipo

Artigo

Periódico

International Electronic Journal of Mathematics Education, v. 20, n. 2, p. em0819

Ano

2025 (2025-02-07)

Idioma

en

Palavras-chave

Foreign Countries; Technological Literacy; Pedagogical Content Knowledge; Test Validity; Elementary School Teachers; Mathematics Teachers; Mathematics Instruction; Test Reliability; Teacher Competencies; TPACK; technological pedagogical content knowledge; scale validation; primary mathematics teachers; contextual knowledge; educational technology integration; teacher professional development; China; Chongqing; construct validity; reliability

Temas

Avaliação, Currículo, Formação de Professores de Matemática

DOI

10.29333/iejme/15934

ISSN

1306-3030

Licença

cc-by

Acesso

Download disponível

Fontes

ERIC — Education Resources Information Center; OpenAlex

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026