Investigating Technological Mathematical Knowledge Within the TPACK Framework: A Case Study of Syrian Math Teachers

Abstract

Teachers are the backbone of the educational process. Therefore, many studies have investigated their technological and pedagogical content knowledge (TPACK) framework. This study aims to classify Syrian mathematics teachers’ technological mathematical knowledge (TMK), which we define as (the knowledge of educational technologies hardware and software along with how to use them to represent, explain, solve and explore mathematical content, ideas or issues regardless of the educational pedagogy). Moreover, to evaluate the impact of demographic variables. A 24-item Likert scale survey was conducted using Google Forms with a random sample of 219 in-service secondary math teachers from Damascus City. The findings revealed that Syrian math teachers’ TMK classification is below average, with the highest percentage of knowledge related to smartphones and their mathematical applications. The results also showed significant differences (p < 0.05) in teachers TMK based on gender in favor of the male group, significant differences based on academic qualifications in favor of the Master’s degree group, significant differences based on training courses in favor of the MOOCs group, significant differences based on years of experience in favor of less experienced teachers and differences between the ADSL Network and the 3G/4G Network in favor of ADSL Network. Based on the findings, we recommend that the education ministries develop integrated teacher training programs to properly prepare teachers to handle crises such as wars or pandemics. These programs should focus on developing teachers’ skills in using modern mathematical software, the mathematical applications of smartphones and employing social media platforms and distance learning platforms in mathematics education. These programs can be extended to cover other educational materials.

Keywords

• math teachers
• technological mathematical knowledge