From pedagogical content knowledge toward technological pedagogical content knowledge frameworks and their...

Area of Science:

• Education
• Mathematics Education
• Educational Technology

Background:

• Existing pedagogical content knowledge (PCK) and technological pedagogical content knowledge (TPACK) frameworks are crucial for effective mathematics teaching.
• Understanding the evolution and impact of these frameworks is vital for educators and researchers.
• This review examines the development of PCK and TPACK frameworks and their application in mathematics education.

Purpose of the Study:

• To explore the trends and evolution of pedagogical content knowledge (PCK) frameworks.
• To analyze the development of technological pedagogical content knowledge (TPACK) frameworks.
• To assess the effectiveness of PCK and TPACK in mathematics teaching.

Main Methods:

• A systematic review of 273 articles from Google Scholar, analyzing 229 journal articles.
• Identified 24 frameworks from 64 journal articles, with 52 mathematics-specific studies.
• Focused on 18 studies that extensively investigated the use of identified frameworks in mathematics.

Main Results:

• Frameworks were presented chronologically, detailing their evolution.
• Empirical studies comparing PCK and TPACK models in classrooms were demonstrated.
• The effectiveness of teachers possessing these skills was analyzed.

Conclusions:

• A significant gap in empirical studies on PCK and TPACK interventions was identified.
• Further research is recommended to gain deeper insights into mathematics classrooms.
• The study suggests the need for more intervention studies on PCK and TPACK models.