SYSTEMATIC REVIEW article
Front. Educ.
Sec. Teacher Education
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1552760
This article is part of the Research TopicMathematics teachers' construction and enactment of disciplinary knowledgeView all articles
Exploring Teachers' Pedagogical Reasoning in Mathematics Education Using TPACK Framework
Provisionally accepted
- 1Indonesia University of Education, Bandung, Indonesia
- 2Universitas Samudra, Langsa, Indonesia
- 3National Taiwan Normal University, Taipei City, Taipei County, Taiwan
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This systematic review investigates the role of the Technological Pedagogical Content Knowledge (TPACK) framework in mathematics education, with a focus on teachers’ pedagogical reasoning in planning and implementing technology-based instructional design. Using Scopus as the primary database, this review synthesizes findings from studies conducted over the past decade to identify current trends, methodologies, and challenges associated with TPACK integration in mathematics classrooms. The review reveals that mathematics educators leverage TPACK to enhance conceptual understanding and engagement through strategic technology use, yet face obstacles such as limited professional development, resource constraints, and variability in TPACK proficiency. Key methodologies include qualitative case studies and mixed- methods approaches that capture nuanced insights into instructional practices and technology integration. Findings underscore TPACK’s potential to foster inquiry-based learning and adaptive expertise among educators, although sustained support is essential for long-term development. These insights contribute to the field by informing professional development programs and guiding future research on TPACK’s application in mathematics education, ultimately supporting teachers’ abilityto integrate technology effectively in ways that enhance both teaching practices and student outcomes. This review aims to strengthen the foundation for TPACK-based instructional strategies in mathematics, providing educators and policymakers with actionable recommendations to address the challenges of technology integration.
Keywords: instructional design, mathematics education, Pedagogical reasoning, TPACK, TPACK in Context
Received: 29 Dec 2024; Accepted: 29 Apr 2025.
Copyright: © 2025 Priyanda, Herman, Amalia and Ihsan. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Tatang Herman, Indonesia University of Education, Bandung, Indonesia
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