Abstract
The purpose of this research was to identify the level of technological pedagogical content knowledge of secondary school mathematics teachers. This study also aimed to find out the differences in those variables from the aspect of gender and teaching experience. The questionnaire was administered to 248 mathematics teachers from 22 secondary schools in the West Coast Zone of Sabah, Malaysia. The results of the study showed that the technological pedagogical content knowledge of secondary school mathematics teachers was at high level (M=4.071, SD=0.540). The Welch t-test results showed that there was no significant difference in technological pedagogical content knowledge based on gender (p= .0560, p> .05). The one-way ANOVA analysis also showed that there was no difference in technological pedagogical content knowledge based on the teaching experience. The findings of this study are useful as a guide for stakeholders to plan relevant strategies and training for mathematics teachers in implementing teaching and learning. This study implicated that teachers regardless of gender and teaching experience, need to remain committed in planning and implementing their teaching based on the element found in the technological pedagogical content knowledge framework.
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