Abstract
This quantitative study examined the dynamics of the Technological Pedagogical Content Knowledge (TPACK) framework within mathematics education, centring on the role of Contextual Knowledge (XK). The research, conducted with middle school mathematics teachers in Chongqing, China, employed structural equation modelling (SEM) to explore the relationships between various TPACK components. The study establishes discriminant validity and demonstrates an excellent fit for the SEM model. Notably, it uncovers significant correlations within the TPACK framework, with a special emphasis on the influence of XK. The findings indicate that XK, in conjunction with Pedagogical Knowledge (PK), Pedagogical Content Knowledge (PCK), and Technological Content Knowledge (TCK), considerably impacts the overall TPACK construct. The research highlights the critical influence of XK on key TPACK components, such as Technological Pedagogical Knowledge (TPK), PCK, and TPACK itself. These results underline the importance of integrating XK in professional development programs focused on TPACK, accentuating its vital role in effectively integrating technology in mathematics education. This study significantly contributes to the academic understanding of TPACK’s complex dynamics. It provides essential insights for enhancing technology integration in mathematics education, offering valuable guidance for educational practitioners and policymakers.
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