The Novice Mathematics Teachers' Technological Pedagogical Content Knowledge: A Case Study

Sadrack Luden Pagiling, Khumaeroh Dwi Nur'aini, Eka Indrysari Mokoagow


This study seeks to characterize the Technological Pedagogical Content Knowledge of novice lower secondary mathematics teachers who do and do not possess an educator certificate based on the components of Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK), Technological Content Knowledge (TCK), Pedagogical Content Knowledge (PCK), Technological Pedagogical Knowledge (TPK), and Technological Pedagogical Content Knowledge (TPACK). This research employed a case study approach conducted in two secondary schools in Merauke Regency. Two secondary mathematics teachers with a bachelor's degree in mathematics education and five years of teaching experience were recruited as participants. We collected data from learning classroom observation guidelines, learning-practice interviews, and task-based interviews. Findings show that certified teachers can implement learning according to the lesson plans that have been designed and can teach and answer questions about the assigned material effectively. Meanwhile, the uncertified teacher performs excellently using technology, such as proficiency with WhatsApp, Zoom, Microsoft OneNote, Microsoft PowerPoint, learning videos, and projectors. In contrast, regarding pedagogical and material abilities, the non-certified teachers have yet to be able to apply lesson plans to learning and continue to struggle to answer some predetermined questions.


novice mathematics teachers; technological pedagogical content knowledge

Full Text:



Abbitt, J. T. (2011a). An Investigation of the Relationship between Self-Efficacy Beliefs about Technology Integration and Technological Pedagogical Content Knowledge (TPACK) among Preservice Teachers. Journal of Digital Learning in Teacher Education, 27(4), 134–143.

Abbitt, J. T. (2011b). Measuring technological pedagogical content knowledge in preservice teacher education: A review of current methods and instruments. Journal of Research on Technology in Education, 43(4), 281–300.

Akyuz, D. (2018). Measuring technological pedagogical content knowledge (TPACK) through performance assessment. Computers and Education, 125(May 2017), 212–225.

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 and Education, 52(1), 154–168.

Budiarto, M. T., Fuad, Y., & Sahidin, L. (2021). Teacher’s Specialized Content Knowledge on the Concept of Square: A Vignette Approach. Jurnal Pendidikan Matematika, 15(1), 1–22.

Carrillo-Yañez, J., Climent, N., Montes, M., Contreras, L. C., Flores-Medrano, E., Escudero-Ávila, D., Vasco, D., Rojas, N., Flores, P., Aguilar-González, Á., Ribeiro, M., & Muñoz-Catalán, M. C. (2018). The mathematics teacher’s specialised knowledge (MTSK) model*. Research in Mathematics Education, 20(3), 236–253.

Chai, C. S., Chin, C. K., Koh, J. H. L., & Tan, C. L. (2013). Exploring Singaporean Chinese Language Teachers’ Technological Pedagogical Content Knowledge and its Relationship to the Teachers’ Pedagogical Beliefs. Asia-Pacific Education Researcher, 22(4), 657–666.

Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2016). A review of the quantitative measures of technological pedagogical content knowledge (TPACK). In M. C. Herring, M. J. Koehler, & P. Mishra (Eds.), Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators (2nd ed., pp. 87–106). Routledge.

Graham, C. R. (2011). Theoretical considerations for understanding technological pedagogical content knowledge (TPACK). Computers and Education, 57(3), 1953–1960.

Gurevich, I., Stein, H., & Gorev, D. (2017). Tracking Professional Development of Novice Teachers when Integrating Technology in Teaching Mathematics. Computers in the Schools, 34(4), 267–283.

Handal, B., Campbell, C., Cavanagh, M., Petocz, P., & Kelly, N. (2013). Technological Pedagogical Content Knowledge of Secondary Mathematics Teachers. Contemporary Issues in Technology and Teacher Education, 13(1), 22–40.

Harris, J., Grandgenett, N., & Hofer, M. (2010). Testing a TPACK-based technology integration assessment rubric. Teacher Education and Professional Development Commons, 3833–3840.

Helliwell, T., & Ng, O. L. (2022). Imagining possibilities: innovating mathematics (teacher) education for sustainable futures. Research in Mathematics Education, 24(2), 128–149.

Jansen, A., Curtis, K., Mohammad, A., Cullicott, C. E., Smith, E. P., & Middleton, J. A. (2023). Secondary mathematics teachers ’ descriptions of student engagement. Educational Studies in Mathematics, 0123456789.

Kartowagiran, B. (2011). KINERJA GURU PROFESIONAL (GURU PASCA SERTIFIKASI). Cakrawala Pendidikan, 30(3), 463–473.

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).

Koh, J. H. L. (2019). Articulating Teachers’ Creation of Technological Pedagogical Mathematical Knowledge (TPMK) for Supporting Mathematical Inquiry with Authentic Problems. International Journal of Science and Mathematics Education, 17(6), 1195–1212.

Koh, J. H. L., & Chai, C. S. (2016). Seven design frames that teachers use when considering technological pedagogical content knowledge (TPACK). Computers and Education, 102, 244–257.

Lachner, A., Fabian, A., Franke, U., Preiß, J., Jacob, L., Führer, C., Küchler, U., Paravicini, W., Randler, C., & Thomas, P. (2021). Fostering pre-service teachers’ technological pedagogical content knowledge (TPACK): A quasi-experimental field study. Computers and Education, 174(February).

Lee, M. Y., & Lee, J. E. (2023). The relationship between preservice elementary teachers’ solutions to a pattern generalization problem and difficulties they anticipate in teaching it. Journal of Mathematical Behavior, 69(May 2022).

Leong, K. E., Meng, C. C., & Abdul Rahim, S. S. (2015). Understanding Malaysian pre-service teachers mathematical content knowledge and pedagogical content knowledge. Eurasia Journal of Mathematics, Science and Technology Education, 11(2), 363–370.

Livy, S., & Downton, A. (2018). Exploring experiences for assisting primary pre-service teachers to extend their knowledge of student strategies and reasoning. Journal of Mathematical Behavior, 51(November 2016), 150–160.

Lyublinskaya, I., & Kaplon-Schilis, A. (2022). Analysis of Differences in the Levels of TPACK: Unpacking Performance Indicators in the TPACK Levels Rubric. Education Sciences, 12(2).

Lyublinskaya, I., & Tournaki, N. (2011). The Effects of Teacher Content Authoring on TPACK and on Student Achievement in Algebra: Research on Instruction with the TI-NspireTM Handheld. In R. N. Ronau, C. R. Rakes, & M. L. Niess (Eds.), Educational Technology, Teacher Knowledge, and Classroom Impact: A Research Handbook on Framework and Approaches (pp. 295–322). IGI Global.

Mailizar, M., & Fan, L. (2020). Indonesian teachers’ knowledge of ICT and the use of ICT in secondary mathematics teaching. Eurasia Journal of Mathematics, Science and Technology Education, 16(1), 1–13.

Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative data analysis: a methods sourcebook (3rd ed.). SAGE Publications, Inc.

Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017–1054.

Niess, M. L. (2013). Central component descriptors for levels of technological pedagogical content knowledge. Journal of Educational Computing Research, 48(2), 173–198.

Njiku, J. (2023). Assessing the development of mathematics teachers TPACK through an observation rubric. Education and Information Technologies.

Nur’aini, K. D., & Pagiling, S. L. (2020). Analisis Pedagogical Content Knowledge Guru Matematika Sekolah Menengah Pertama Ditinjau Dari Segi Gender. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 9(4), 1036.

Oner, D. (2020). A virtual internship for developing technological pedagogical content knowledge. Australasian Journal of Educational Technology, 36(2), 27–42.

Pagiling, S. L., & Nur’aini, K. D. (2022). Specialized Content Knowledge Lower Secondary School Teachers on Quadrilaterals. PYTHAGORAS Jurnal Pendidikan Matematika, 17(1), 333–345.

Parinata, D., & Puspaningtyas, N. D. (2021). Optimalisasi Penggunaan Google Form terhadap Pembelajaran Matematika. Mathema: Jurnal Pendidikan Matematika, 3(1), 56–65.

Patahuddin, S. M., Lowrie, T., & Dalgarno, B. (2016). Analysing Mathematics Teachers’ TPACK Through Observation of Practice. Asia-Pacific Education Researcher, 25(5–6), 863–872.

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).

Rothbaeur, P. M. (2008). Triangulation. In L. M. Given (Ed.), The SAGE Encyclopedia of Qualitative Research Methods (pp. 892–894). SAGE Publications, Inc.

Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological pedagogical content knowledge (Track): The development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123–149.

Smith, P. G., & Zelkowski, J. (2022). Validating a TPACK instrument for 7–12 mathematics in-service middle and high school teachers in the United States. Journal of Research on Technology in Education, 0(0), 1–19.

Smith, R. C., Shin, D., & Kim, S. (2017). Prospective and current secondary mathematics teachers’ criteria for evaluating mathematical cognitive technologies. International Journal of Mathematical Education in Science and Technology, 48(5), 659–681.

Stein, H., Gurevich, I., & Gorev, D. (2020). Integration of technology by novice mathematics teachers – what facilitates such integration and what makes it difficult? Education and Information Technologies, 25(1), 141–161.

Stoilescu, D. (2015). A Critical Examination of the Technological Pedagogical Content Knowledge Framework: Secondary School Mathematics Teachers Integrating Technology. Journal of Educational Computing Research, 52(4), 514–547.

Voogt, J., Fisser, P., Pareja Roblin, N., Tondeur, J., & van Braak, J. (2013). Technological pedagogical content knowledge - A review of the literature. Journal of Computer Assisted Learning, 29(2), 109–121.

Yin, R. K. (2018). Case study research and applications: Design and methods (Sixth). SAGE Publications, Inc.

Yu, B., Smith, W. C., & Cao, Y. (2022). The relationship between propositional teacher knowledge and classroom teaching practice: the case of Chinese novice mathematics teachers. Asia Pacific Journal of Education, 00(00), 1–17.

Zelkowski, J., Gleason, J., Cox, D. C., & Bismarck, S. (2013). Developing and validating a reliable TPACK instrument for secondary mathematics preservice teachers. Journal of Research on Technology in Education, 46(2), 173–206.



  • There are currently no refbacks.

Indexed by:


Southeast Asian Mathematics Education Journal
SEAMEO Regional Centre for QITEP in Mathematics
Jl. Kaliurang Km 6, Sambisari, Condongcatur, Depok, Sleman
Yogyakarta, Indonesia
Telp. +62 274 889955

p-ISSN: 2089-4716 | e-ISSN: 2721-8546

Southeast Asian Mathematics Education Journal is licensed under a Creative Commons Attribution 4.0 International License

View My Stats

 Supported by: