Development and validation of the secondary mathematics teachers’ TPACK scale: A study in the Chinese context

Abstract

This study aimed to develop and validate the secondary mathematics teachers’ technological pedagogical and content knowledge (TPACK) scale (SMTTS) to assess the knowledge domains of TPACK framework among secondary mathematics teachers in China. SMTTS was designed to be subject-oriented and culturally relevant, addressing the specific needs and context of mathematics education in China. Data were collected using a web-based questionnaire from secondary mathematics teachers in Chongqing Jiulongpo District. Exploratory and confirmatory factor analyses were conducted to assess the reliability and validity of the scale. The findings demonstrated that SMTTS exhibited strong reliability and validity, supporting its use as a robust measurement tool for assessing secondary mathematics teachers’ TPACK. The scale demonstrated good psychometric properties, including satisfactory factor loadings, internal consistency, and model fit indices. The development of SMTTS contributes to the field by providing a precise and reliable instrument that can inform the design of targeted professional development programs and guide policy decisions regarding technology integration in mathematics education. This study has theoretical and practical implications. SMTTS addresses the need for a subject-specific and culturally relevant assessment tool for measuring TPACK in mathematics education. It acknowledges mathematics teachers’ unique challenges in integrating digital technologies into their instructional practices. The scale’s development and validation process incorporated considerations of the Chinese educational context, enhancing its relevance for practitioners and researchers in China. SMTTS can facilitate the identification of areas for improvement in teachers’ TPACK and guide the implementation of tailored interventions and support initiatives.

Assessing Chinese primary mathematics teachers’ self-efficacy for technology integration: Development and validation of a multifaceted scale

“…However, this research was limited by the sample size and its participant demographic, which differed substantially from the Chinese educational context. Most recently, Li et al (2023) developed a scale that integrates contextual knowledge to evaluate the competence of Chinese secondary mathematics teachers in technology integration. This scale, specifically designed for the Chinese educational milieu, represents a considerable advancement in addressing the unique requirements of mathematics education.…”

“…AIU emphasizes the growing importance of AI in education and its potential to revolutionize teaching and learning practices (Mishra et al, 2023). CF encompass the institutional, cultural, and societal factors that shape technology implementation in primary mathematics education (Li et al, 2023; Mishra, 2019; Porras-Hernández & Salinas-Amescua, 2013). TPK_TCK highlights the need for teachers to understand how technology can enhance the teaching and learning of mathematics content (Koehler et al, 2013).…”