Abstract
Technological pedagogical content knowledge (TPACK) is a framework that views teachers' knowledge necessary for curriculum design and instruction focused on preparing their students for thinking and learning mathematics with digital technologies. TPACK is essential for Mathematics teachers as it enables them to effectively integrate technology into their teaching practices. This study investigated the correlation between Mathematics teachers' TPACK competencies and their teaching performance in selected higher education institutions (HEIs). This study utilized a descriptive-correlational design with 120 randomly selected participants. The data collected were analyzed using Linear Regression analysis to determine the relationship between TPACK competencies and teaching performance. The findings revealed that teachers' TPACK competencies are significantly related to their performance in teaching Mathematics. The study's findings have significant implications for Mathematics education and teacher training programs. Mathematics teachers must develop their TPACK competencies to effectively integrate technology into their teaching practices. Teacher training programs should focus on developing Mathematics teachers' TPACK competencies to improve Mathematics teaching. The study's methodology can be replicated in other contexts to investigate the relationship between TPACK competencies and teaching performance in Mathematics education. Keywords: TPACK, mathematics, instruction, teaching performance, PHEIs
Published Version
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