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Analysing Mathematics Teachers’ TPACK Through Observation of Practice

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Abstract

Technological pedagogical content knowledge (TPACK) has been well accepted as a framework to understand and describe types of knowledge required by teachers to teach specific content with technology effectively. However, limited studies have used the framework in analysing the complexity of technology integration in mathematics classrooms. This study investigates, through examining critical instructional events, the most influential TPACK constructs in understanding and shaping teachers’ pedagogical practices using digital technology. This case study was conducted in an early secondary mathematics classroom in Indonesia that used a web-based resource to support students’ understanding of fractions. The finding suggests that the qualitative examination of the four intersected TPACK constructs assists in understanding the challenges and the opportunities to teachers when utilising an exploratory-based technology. It demonstrates that the combination of pedagogical stances and choice of technology significantly influence the visibility of other TPACK constructs. Implications of this study include the need of thoughtful planning prior to using web-based resources and the importance to utilise critical events in developing and assessing teachers’ TPACK.

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Acknowledgments

The research on which this manuscript was based was supported by STRANAS, Grant from the Directorate for Research and Community Service, Directorate General of Higher Education, Ministry of National Education, Indonesia. Any opinion, findings and conclusions or recommendations expressed in this material are those of the authors and not necessarily those of the funding agencies. The authors would like to thank all participants involved in this research for their time, support and thoughtfulness. We also thank the research team of Professor Tom Lowrie (Tracy Logan, Dr. Ajay Ramful, Dr. Siew Yin Ho, Dr. Mahsa Izadinia) and staff at the School of Education, Charles Sturt University for their invaluable comments, particularly during the process of qualitative data analysis. The authors wish to thank Professor Jill Adler and Professor Merrilyn Goos for their insightful comments on the earlier version of this manuscript, and Siti Rokhmah and Evangelista Palupi for their assistance in this study. We also wish to thank Danielle D’Agostino who helped to proofread this article.

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Authors and Affiliations

  1. Faculty of Education, Science, Technology and Mathematics, University of Canberra, University Drive Bruce, Canberra, ACT, 2601, Australia

    Sitti Maesuri Patahuddin & Tom Lowrie

  2. School of Education, Charles Sturt University, Wagga Wagga, NSW, 2678, Australia

    Barney Dalgarno

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  1. Sitti Maesuri Patahuddin
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  2. Tom Lowrie
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  3. Barney Dalgarno
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Correspondence to Sitti Maesuri Patahuddin.

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Patahuddin, S.M., Lowrie, T. & Dalgarno, B. Analysing Mathematics Teachers’ TPACK Through Observation of Practice. Asia-Pacific Edu Res 25, 863–872 (2016). https://doi.org/10.1007/s40299-016-0305-2

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