Huang, X. (2018). Theoretical analysis of TPACK knowledge structure of mathematics teachers based on T-TPACK mode. Educational Sciences: Theory & Practice, 18(5), 2044–2053. https://www.researchgate.net/publication/329913569_Theoretical_analysis_of_TPACK_knowledge_structure_of_mathematics_teachers_based_on_T-TPACK_mode

Abstract:

“In this paper, we explore the T-TPACK knowledge structure of mathematics teachers and conduct [a] questionnaire test on teachers who have supportive attitudes toward using information technologies and who are not active in applying information technologies. Based on the collected data, we conducted horizontal and vertical comparison analyses of the TPACK knowledge structure of mathematics teachers in each stage to understand the relationships between each element and find the general law of the TPACK structure of mathematics teachers, thereby distinguishing the teachers’ enthusiasm for the use of information technology and comparing the TPACK structure between teachers who consider information technology as a necessary literacy and [those] who don’t. All [of] these provide references for the further improvement of teachers’ TPACK knowledge structures, so that in the future teachers would apply their own TPACK knowledge structures and information technology environments to design their teaching and promote the development of students’ mathematical thinking.”