3,488
Views
0
CrossRef citations to date
0
Altmetric
Teacher Education & Development

A systematic literature review of Technological, Pedagogical and Content Knowledge (TPACK) in mathematics education: Future challenges for educational practice and research

ORCID Icon, ORCID Icon, ORCID Icon, ORCID Icon, , ORCID Icon, ORCID Icon & ORCID Icon show all
Article: 2269047 | Received 01 Jul 2023, Accepted 05 Oct 2023, Published online: 15 Oct 2023

References

  • Alizadeh-Jamal, M., Shahvarani, A., Iranmanesh, A., & Tehranian, A. (2018). A study on the changes on teachers’ knowledge and beliefs after a workshop based on mathematics education software, by relying on fuzzy method. PNA Revista de Investigación en Didáctica de la Matemática, 13(1), 19–18. https://doi.org/10.30827/pna.v13i1.6593
  • Altun, T., & Akyıldız, S. (2017). Investigating student teachers ’ technological pedagogical content knowledge (TPACK) levels. European Journal of Education Studies, 3(5), 467–485. https://doi.org/10.5281/zenodo.555996
  • Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK: Advances in technological pedagogical content knowledge (TPCK). Computers & Education, 52(1), 154–168. https://doi.org/10.1016/j.compedu.2008.07.006
  • Bakar, N. S. A., Maat, S. M., & Rosli, R. (2020). Mathematics teacher’s self-efficacy of technology integration and technological pedagogical content knowledge. Journal on Mathematics Education, 11(2), 256–276. https://doi.org/10.22342/jme.11.2.10818.259-276
  • Ball, D. L., & Wilson, S. M. (1990). Knowing the subject and learning to teach it: Examining assumptions about becoming a mathematics teacher. American Educational Research Association, 1–15.
  • Baram, E., & Uygun, E. (2016). Putting technological, pedagogical, and content knowledge (TPACK) in action: An integrated TPACK-design-based learning (DBL) approach. Australasian Journal of Educational Technology, 32(2), 47–63. https://doi.org/10.14742/ajet.2551
  • Başaran, B. (2020). Examining preservice teachers’ TPACK-21 efficacies with clustering analysis in terms of certain variables. Malaysian Online Journal of Educational Technology, 8(3), 84–99. https://doi.org/10.17220/mojet.2020.03.005
  • Baysal, E. A. (2018). The effect of instructional material design process to mathematics teacher candidates’ TPACK. European Journal of Education Studies, 4(5), 35–45. https://doi.org/10.5281/zenodo.1222082
  • Berlinski, S., & Busso, M. (2015). Challenges in Educational Reform: An experiment on active learning in mathematics. IDB WORKING PAPER SERIES No. IDB-WP-561 (Issue February). https://doi.org/10.2139/ssrn.2581397
  • Brantley-Dias, L., & Ertmer, P. A. (2013). Goldilocks and TPACK. Journal of Research on Technology in Education, 46(2), 103–128. https://doi.org/10.1080/15391523.2013.10782615
  • Bretscher, N. (2022). Conceptualising TPACK within mathematics education: Teachers’ strategies for capitalising on transitions within and beyond dynamic geometry software. Digital Experiences in Mathematics Education, 9(2), 232–254. https://doi.org/10.1007/s40751-022-00115-0
  • Bruce, B. C., & Hogan, M. P. (2019). The disappearance of technology: Toward an ecological model of literacy. In Lutkewitte, C. (Ed.), Writing in a technological world (pp. 191–207). Routledge. https://doi.org/10.1787/19939019
  • Buckingham, D. (2013). Beyond technology: Children’s learning in the age of digital culture. John Wiley & Sons.
  • Chai, C. S., Koh, J. H. L., & Tsai, C.-C. (2010). Facilitating preservice teachers’ development of technological, pedagogical, and content knowledge (TPACK). Journal of Educational Technology\& Society, 13(4), 63–73.
  • Conde, M. Á., Sedano, F. J. R., Fernández-Llamas, C., Gonçalves, J., Lima, J., & García-Peñalvo, F. J. (2020). RoboSTEAM project systematic mapping: Challenge based learning and robotics. 2020 IEEE Global Engineering Education Conference (EDUCON), 214–221. https://doi.org/10.1109/EDUCON45650.2020.9125103
  • Dakers, J. R., Dow, W., & McNamee, L. (2009). De-constructing technology’s masculinity: Discovering a missing pedagogy in technology education. International Journal of Technology and Design Education, 19(4), 381–391. https://doi.org/10.1007/s10798-009-9099-3
  • Dalal, M., Archambault, L., & Shelton, C. (2017). Professional development for International teachers: Examining TPACK and technology integration decision making. Journal of Research on Technology in Education, 49(3–4), 117–133. https://doi.org/10.1080/15391523.2017.1314780
  • Durdu, L., & Dag, F. (2017). Pre-service teachers’ TPACK development and Conceptions through a TPACK-Based course. Australian Journal of Teacher Education, 42(11), 150–171. https://doi.org/10.14221/ajte.2017v42n11.10
  • Engelbrecht, J., Llinares, S., & Borba, M. C. (2020). Transformation of the mathematics classroom with the internet. ZDM - Mathematics Education, 52(5), 825–841. https://doi.org/10.1007/s11858-020-01176-4
  • Enochsson, A.-B., & Rizza, C. (2009). ICT in initial teacher training: Research review. OECD Education Working Papers: OECD Publishing, 38, 41. https://doi.org/10.1787/19939019
  • Erdogan, A., & Sahin, I. (2010). Relationship between math teacher candidates’ technological pedagogical and content knowledge (TPACK) and achievement levels. Procedia - Social & Behavioral Sciences, 2(2), 2707–2711. https://doi.org/10.1016/j.sbspro.2010.03.400
  • Gadanidis, G., & Geiger, V. (2010). A social perspective on technology-enhanced mathematical learning: From collaboration to performance. ZDM, 42(1), 91–104. https://doi.org/10.1007/s11858-009-0213-5
  • Galbraith, P., Renshaw, P., & Geiger, V. (2001). Integrating technology in mathematics learning: What some students say. Technology, July, 238–247.
  • Gonzales, G. G., & Gonzales, R. R. (2021). Introducing IWB to preservice mathematics teachers: An evaluation using the TPACK framework. Cypriot Journal of Educational Sciences, 16(2), 436–450. https://doi.org/10.18844/CJES.V16I2.5619
  • Günbaş, N. (2020). Prospective mathematics teachers’ technological pedagogical content knowledge improvement via creating technology-based mathematics stories. International Journal of Psychology and Educational Studies, 7(3), 209–222. https://doi.org/10.17220/ijpes.2020.03.018
  • Harris, J., William, M., & Phillips, M. (2018). If There’s TPACK, is There Technological Pedagogical Reasoning and Action? (pp. 2051–2061). Association for the Advancement of Computing in Education (AACE).
  • Hernawati, K., & Jailani, J. (2019). Mathematics mobile learning with TPACK framework. Journal of Physics: Conference Series, 1321(2), 022126. https://doi.org/10.1088/1742-6596/1321/2/022126
  • Hofer, B. K., & Pintrich, P. R. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67(1), 88–140. https://doi.org/10.3102/00346543067001088
  • Ishartono, N., Nurcahyo, A., Waluyo, M., Razak, R. A., Sufahani, S. F., & Hanifah, M. (2022). GeoGebra-based flipped learning model: An alternative panacea to improve student’s learning independency in online mathematics learning. Journal of Research and Advances in Mathematics Education, 7(3), 178–196. https://doi.org/10.23917/jramathedu.v7i3.18141
  • Jamieson-Proctor, R., Finger, G., & Albion, P. (2010). Auditing the TK and TPACK confidence of pre-service teachers: Are they ready for the profession? Australian Educational Computing, 25(1), 8–17.
  • Jang, S. J., & Chen, K. C. (2010). From PCK to TPACK: Developing a transformative model for pre-service Science teachers. Journal of Science Education and Technology, 19(6), 553–564. https://doi.org/10.1007/s10956-010-9222-y
  • Juandi, D. (2021). Heterogeneity of problem-based learning outcomes for improving mathematical competence: A systematic literature review. Journal of Physics, 1722(1), 012108. https://doi.org/10.1088/1742-6596/1722/1/012108
  • Judson, E. (2006). How teachers integrate technology and their beliefs about learning: Is there a connection? Journal of Technology & Teacher Education, 14(3), 581–597.
  • Karakus, F. (2018). An examination of pre-service teachers’ technological pedagogical content knowledge and beliefs using computer technology in mathematics instruction. Issues in the Undergraduate Mathematics Preparation of School Teachers, 3(November), 1–13.
  • Karatas, I. (2014). Changing pre-service mathematics teachers’ beliefs about using computers for teaching and learning mathematics: The effect of three different models. European Journal of Teacher Education, 37(3), 390–405. https://doi.org/10.1080/02619768.2013.870993
  • Kholid, M. N., Agustin, R. L., & Pradana, L. N. (2019). Effect of TPS strategy with portfolio assessment and learning interest on mathematical learning achievement. International Journal of Scientific and Technology Research, 8(9), 616–620.
  • Kholid, M. N., Hamida, P. S., Pradana, L. N., & Maharani, S. (2020). Students‘ critical thinking depends on their cognitive style. International Journal of Scientific and Technology Research, 9(1).
  • Kholid, M. N., Pradana, L. N., Maharani, S., & Swastika, A. (2022). GeoGebra in project-based learning (geo-PJBL): A dynamic tool for analytical geometry course. Journal of Technology and Science Education, 12(1), 112–120. https://doi.org/10.3926/jotse.1267
  • Kholid, M. N., Rofi’ah, F., Ishartono, N., Waluyo, M., Maharani, S., Swastika, A., Faiziyah, N., & Sari, C. K. (2022). What are students’ difficulties in implementing mathematical literacy skills for solving PISA-Like problem? Journal of Higher Education Theory and Practice, 22(2), 181–200. https://doi.org/10.33423/jhetp.v22i2.5057
  • Kholid, M. N., Sa’dijah, C., Hidayanto, E., & Permadi, H. (2020). How are students’ reflective thinking for problem solving? Journal for the Education of Gifted Young Scientists, 8(3), 1135–1146. https://doi.org/10.17478/JEGYS.688210
  • Kholid, M. N., Sadijah, C., Hidayanto, E., & Permadi, H. (2022). Students’ reflective thinking pattern changes and characteristics of problem solving. Reflective Practice, 23(2), 1–23. https://doi.org/10.1080/14623943.2021.2025353
  • Kholid, M. N., Swastika, A., Ishartono, N., Nurcahyo, A., Lam, T. T., Maharani, S., Ikram, M., Murniasih, T. R., Majid, M., Wijaya, A. P., & Pratiwi, E. (2022). Hierarchy of students’ reflective thinking levels in mathematical problem solving. Acta Scientiae, 24(6), 24–59. https://doi.org/10.17648/acta.scientiae.6883
  • Kim, S. (2018). Technological, pedagogical, and content knowledge (TPACK) and beliefs of preservice secondary mathematics teachers: Examining the relationships. Eurasia Journal of Mathematics, Science and Technology Education, 14(10), 1–24. https://doi.org/10.29333/ejmste/93179
  • Kim, C. M., Kim, M. K., Lee, C. J., Spector, J. M., & DeMeester, K. (2013). Teacher beliefs and technology integration. Teaching and Teacher Education, 29(1), 76–85. https://doi.org/10.1016/j.tate.2012.08.005
  • Kitchenham, B., Pearl Brereton, O., Budgen, D., Turner, M., Bailey, J., & Linkman, S. (2009). Systematic literature reviews in software engineering – a systematic literature review. Information and Software Technology, 51(1), 7–15. https://doi.org/10.1016/j.infsof.2008.09.009
  • Kiyici, O. D., & Övez, F. T. D. (2021). Examination of technology acceptance and TPACK competencies of mathematics teachers who are involved in distance education practices during the pandemic process. Journal of Educational Technology and Online Learning, 4(4), 805–821. https://doi.org/10.31681/jetol.1012204
  • Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational technology? the development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32(2), 131–152. https://doi.org/10.2190/0EW7-01WB-BKHL-QDYV
  • Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70. https://doi.org/10.1177/002205741319300303
  • Koehler, M. J., Mishra, P., & Cain, W. (2013). What is technological pedagogical content knowledge (TPACK)? Journal of Education, 193(3), 13–19. https://doi.org/10.1177/002205741319300303
  • Koehler, M. J., Mishra, P., & Yahya, K. (2007). Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology. Computers and Education, 49(3), 740–762. https://doi.org/10.1016/j.compedu.2005.11.012
  • Koh, J. H., Chai, C. S., & Natarajan, U. (2018). Developing Indonesia teachers’ technological pedagogical content knowledge for 21 st century learning (TPACK-21CL) through a multi-prong approach. Journal of International Education and Business, 3(1), 11–33.
  • Kopcha, T. J. (2012). Teachers’ perceptions of the barriers to technology integration and practices with technology under situated professional development. Computers and Education, 59(4), 1109–1121. https://doi.org/10.1016/j.compedu.2012.05.014
  • Lee, C. J., & Kim, C. M. (2014). An implementation study of a TPACK-based instructional design model in a technology integration course. Educational Technology Research & Development, 62(4), 437–460. https://doi.org/10.1007/s11423-014-9335-8
  • Luik, P., Taimalu, M., & Suviste, R. (2018). Perceptions of technological, pedagogical and content knowledge (TPACK) among pre-service teachers in Estonia. Education and Information Technologies, 23(2), 741–755. https://doi.org/10.1007/s10639-017-9633-y
  • Luo, S., & Zou, D. (2022). A systematic review of research on technological, pedagogical, and content knowledge (TPACK) for online teaching in the humanities. Journal of Research on Technology in Education, 1–15. https://doi.org/10.1080/15391523.2022.2139026
  • Markauskaite, L. (2006). Gender issues in preservice teachers’ training: ICT literacy and online learning. Australasian Journal of Educational Technology, 22(1), 1–20. https://doi.org/10.14742/ajet.1304
  • Mishra, P. (2019). Considering contextual knowledge: The TPACK Diagram Gets an Upgrade. Journal of Digital Learning in Teacher Education, 35(2), 76–78. https://doi.org/10.1080/21532974.2019.1588611
  • Morales-López, Y. (2019). Knowledge evidenced by prospective mathematics teachers when performing a task involving geometry, teaching and the use of technology. Acta Scientiae, 21(2), 75–92. https://doi.org/10.17648/acta.scientiae.v21iss2id5081
  • Morales-López, Y., Chacón-Camacho, Y., & Vargas-Delgado, W. (2021). TPACK of prospective mathematics teachers at an early stage of training. Mathematics, 9(15), 1–18. https://doi.org/10.3390/math9151741
  • Morales-López, Y., & Poveda-Vásquez, R. (2022). TPACK model: Teachers’ perceptions of their technological competence when conducting an experimental virtual lesson in the context of covid-19. Acta Scientiae, 24(5), 144–167. https://doi.org/10.17648/acta.scientiae.7345
  • Moran, J. M. (2007). A educação que desejamos: novos desafios e como chegar lá. Papirus Editora.
  • Muhaimin, L. H., & Kholid, M. N. (2023). Pupils ’ mathematical literacy hierarchy dimension for solving the minimum competency assessment. Proceeding of International Summit on Education, Technology, and Humanity. https://doi.org/10.1063/5.0141406
  • Mutlu, Y., Polat, S., & Alan, S. (2019). Development of preservice mathematics teachers’ TPACK through micro teaching: Teaching the VuStat program. International Journal of Technology in Education and Science, 3(2), 107–118.
  • Nantschev, R., Feuerstein, E., González, R. T., Alonso, I. G., Hackl, W. O., Petridis, K., Triantafyllou, E., & Ammenwerth, E. (2020). Teaching approaches and educational technologies in teaching mathematics in higher education. Education Sciences, 10(12), 1–12. https://doi.org/10.3390/educsci10120354
  • NCTM. (1989). Curriculum and evaluation standards for school mathematics. https://doi.org/10.2307/749544
  • NCTM. (2000). Principles and standards of school mathematics.
  • NCTM. (2014). Principles to actions: Ensuring mathematical success for all.
  • Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21(5), 509–523. https://doi.org/10.1016/j.tate.2005.03.006
  • Niess, M. L. (2011). Investigating TPACK: Knowledge growth in teaching with technology. Journal of Educational Computing Research, 44(3), 299–317. https://doi.org/10.2190/EC.44.3.c
  • Niess, M. L. (2013). Central component descriptors for levels of technological pedagogical content knowledge. Journal of Educational Computing Research, 48(2), 173–198. https://doi.org/10.2190/EC.48.2.d
  • Niess, M. L., & Ronau, R. N. (2009). Mathematics teacher TPACK standards and development model. European Journal of Pharmacology, 9(1), 4–24. https://doi.org/10.1016/0014-2999(88)90271-3
  • Niess, M. L., & Roschelle, J. (2018). Transforming teachers’ knowledge for teaching mathematics with technologies through online knowledge-building communities. Proceedings of the 40th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Greenville, South Carolina (pp. 44–62).
  • Njiku, J., Mutarutinya, V., & Maniraho, J. F. (2021). Building mathematics teachers’ tpack through collaborative lesson design activities. Contemporary Educational Technology, 13(2), 1–14. https://doi.org/10.30935/CEDTECH/9686
  • Öz, H. (2015). Assessing pre-service English as a foreign language teachers’ technological pedagogical content knowledge. International Education Studies, 8(5), 119–130. https://doi.org/10.5539/ies.v8n5p119
  • Özgür, H. (2020). Relationships between teachers’ technostress, technological pedagogical content knowledge (TPACK), school support and demographic variables: A structural equation modeling. Computers in Human Behavior, 112, 106468. https://doi.org/10.1016/j.chb.2020.106468
  • Ozudogru, M., & Ozudogru, F. (2019). Technological pedagogical content knowledge of mathematics teachers and the effect of demographic variables. Contemporary Educational Technology, 10(1), 1–24. https://doi.org/10.30935/cet.512515
  • Papert, S. (1980). Mindstorms: Children, computers, and powerful ideas. Basic Books, Inc.
  • Patriarca, F. H., Lobo da Costa, N. M., & Kfouri da Silva, S. F. (2019). The continuing distance education program M@tmídias: Contributions to the teaching of trigonometry. Acta Scientiae, 21(3), 41–58. https://doi.org/10.17648/acta.scientiae.v21iss3id4964
  • Pierce, R., & Stacey, K. (2010). Mapping pedagogical opportunities provided by mathematics analysis software. International Journal of Computers for Mathematical Learning, 15(1), 1–20. https://doi.org/10.1007/s10758-010-9158-6
  • Pierson, M. E. (2001). Technology integration practice as a function of pedagogical expertise. Journal of Research on Computing in Education, 33(4), 413–430. https://doi.org/10.1080/08886504.2001.10782325
  • Polly, D. (2011). Developing teachers’ technological, pedagogical, and content knowledge (TPACK) through mathematics professional development. International Journal for Technology in Mathematics Education, 18(2).
  • Polly, D., Martin, C., Wang, C., Lambert, R., Pugalee, D. K., & Middleton, C. W. (2016). The influence of professional development on primary teachers’ TPACK and use of formative assessment. In Handbook of research on transforming mathematics teacher education in the digital age (pp. 382–405). IGI Global.
  • Pradana, L. N., Sholikhah, O. H., Maharani, S., Kholid, M. N., & Surakarta, U. M. (2020). Virtual mathematics kits (VMK): Connecting digital media to mathematical literacy. International Journal of Emerging Technologies in Learning, 15(3), 234–241. https://doi.org/10.3991/ijet.v15i03.11674
  • Rakes, C. R., Stites, M. L., Ronau, R. N., Bush, S. B., Fisher, M. H., Safi, F., Desai, S., Schmidt, A., Andreasen, J. B., Saderholm, J., Amick, L., Mohr-Schroeder, M. J., & Viera, J. (2022). Teaching mathematics with technology: TPACK and effective teaching practices. Education Sciences, 12(2), 133. https://doi.org/10.3390/educsci12020133
  • Rashad, J. (2016). Unpacking TPACK in mathematics education research: A systematic review of meta-analyses. International Journal of Educational Methodology, 2(1), 19–29. https://doi.org/10.12973/ijem.2.1.19
  • Rodríguez-Muñiz, L. J., Burón, D., Aguilar-González, Á., & Muñiz-Rodríguez, L. (2021). Secondary mathematics teachers’ perception of their readiness for emergency remote teaching during the COVID-19 pandemic: A case study. Education Sciences, 11(5), 228. https://doi.org/10.3390/educsci11050228
  • Roschelle, J., Shechtman, N., Tatar, D., Hegedus, S., Hopkins, B., Empson, S., Knudsen, J., & Gallagher, L. P. (2010). Integration of technology, curriculum, and professional development for advancing middle school mathematics: Three large-scale studies. American Educational Research Journal, 47(4), 833–878. https://doi.org/10.3102/0002831210367426
  • Sa’dijah, C., Kholid, M. N., Hidayanto, E., & Permadi, H. (2020). Reflective thinking characteristics: A study in the proficient mathematics prospective teachers. Infinity Journal, 9(2), 159–172. https://doi.org/10.22460/infinity.v9i2.p159-172
  • Sanders, J. (2006). Gender and technology: What the research tells us. In C. Skelton, L. Smulyan, & B. Francis (Eds.), The SAGE handbook of gender and education. SAGE. https://doi.org/10.4135/9781848607996
  • Septiani, E. I., & Kholid, M. N. (2023). Pupils ’ mathematical literacy characteristics for solving. Proceeding of International Summit on Education, Technology, and Humanity 2021, 020034, 020034–1. https://doi.org/10.1063/5.0141404
  • Setiaputra, F. I., & Kholid, M. N. (2023). Pupil ’ s mathematical literacy object dimension for solving. Proceeding of International Summit on Education, Technology, and Humanity 2021, 020092, 020092–1. https://doi.org/10.1063/5.0141407
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14. https://doi.org/10.3102/0013189X015002004
  • Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–23. https://doi.org/10.17763/haer.57.1.j463w79r56455411
  • Simon, H. A. (1988). The science of design: Creating the artificial. Design Issues, 4(1/2), 67–82. https://doi.org/10.2307/1511391
  • Spector, J. M., Merrill, M. D., Elen, J., & Bishop, M. J. (2014). Handbook of research on educational communications and technology: Fourth edition. https://doi.org/10.1007/978-1-4614-3185-5
  • Sulistyanto, H., Prayitno, H. J., Sutama, S., Narimo, S., & Sutopo, A. (2023). The effectiveness of hybrid learning-based adaptive media to empower student’s critical thinking skills: Is it really for VARK learning style? Asian Journal of University Education, 19(1), 95–107. https://doi.org/10.24191/ajue.v19i1.21219
  • Turkle, S. (2011). Life on the screen. Simon & Schuster.
  • van Leendert, A., Doorman, M., Drijvers, P., Pel, J., & van der Steen, J. (2021). Teachers’ skills and knowledge in mathematics education for braille readers. Technology, Knowledge & Learning, 27(4), 1171–1192. https://doi.org/10.1007/s10758-021-09525-2
  • Veal, W. R., & James, G. M. (1999). Pedagogical content knowledge taxonomies. The Electronic Journal for Research in Science & Mathematics Education.
  • Voogt, J., & McKenney, S. (2017). TPACK in teacher education: Are we preparing teachers to use technology for early literacy? Technology, Pedagogy & Education, 26(1), 69–83. https://doi.org/10.1080/1475939X.2016.1174730
  • Wahyu, K., Ratnasari, D., Mahfudy, S., & Etmy, D. (2019). Mathematics teachers and digital technology: A quest for teachers’ professional development in Indonesia. JRAMathEdu (Journal of Research and Advances in Mathematics Education), 4(1), 31–44. https://doi.org/10.23917/jramathedu.v4i1.7547
  • Yan, Z. M., Chai, C. S., & So, H. J. (2018). Creating tools for inquiry-based mathematics learning from technological pedagogical content knowledge perspectives: Collaborative design approach. Australasian Journal of Educational Technology, 34(4), 57–71. https://doi.org/10.14742/ajet.3755
  • Young, J. R., Young, J., Hamilton, C., & Pratt, S. S. (2019). Evaluating the effects of professional development on urban mathematics teachers TPACK using confidence intervals. Journal of Research in Mathematics Education, 8(3), 312. https://doi.org/10.17583/redimat.2019.3065
  • Za’ba, N., Ismail, Z., & Abdullah, A. H. (2020). Preparing student teachers to teach mathematics with GeoGebra. Universal Journal of Educational Research, 8(5 A), 29–33. https://doi.org/10.13189/ujer.2020.081904