Arora, R., & Pany, S. (2021). Do the teachers’ technological pedagogical and content knowledge (TPACK) influence the mathematical skills of elementary school students? Dogo Rangsang Research Journal, 11(3), 157-165. https://www.researchgate.net/publication/352063671_DO_THE_TEACHERS%27_TECHNOLOGICAL_PEDAGOGICAL_AND_CONTENT_KNOWLEDGE_TPAC

Abstract:

“Elementary stage being the foundation stage of a student gives equal importance to the basics of all the subjects. Mathematics is generally considered as most tough and boring subject by the students among all the other subjects. In the present scenario, teachers can stimulate their interest in mathematics by integrating technology in the teaching which demands an adequate level of Technological Pedagogical and Content Knowledge (TPACK) on the part of mathematics teachers. The present study is an attempt to examine the level of mathematics teachers’ TPACK, level of students’ mathematical skills and influence of TPACK of elementary mathematics teachers on their students’ mathematical skills. For getting a wholesome view of integration of technology in mathematics classroom, the investigator explored the application of mathematics teachers’ TPACK in the classroom through students’ lens. By employing survey method, it was revealed that approximately half of the elementary mathematics teachers are having average level of TPACK and mathematics teachers’ TPACK has a significant influence on the mathematical skills of elementary school students. Further, it was explored through the students’ interviews that the content aspect of mathematics teachers is found to be satisfactory in comparison to the technological and pedagogical aspects. Therefore the TPACK of mathematics teachers needs to be strengthened through government’s initiatives and continuous efforts of the elementary mathematics teachers.”