Preservice Teachers’ Understanding of Technological Pedagogical Content Knowledge (TPACK) in Mathematics Learning

Abstract

Mastery of technology in learning mathematics is crucial for teachers to teach mathematics in schools. So the purpose of this study was to find out the understanding of preservice mathematics teachers at a tertiary institution in Central Java regarding Technological Pedagogical Content Knowledge (TPACK), which is seen explicitly from understanding three elements, namely Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), and Technological Pedagogical Knowledge (TPK). This study used a descriptive method through the collection of questionnaires to 100 students of the mathematics education study program who had carried out learning practices at school. The results of the descriptive data analysis show that preservice mathematics teachers have an adequate understanding of PCK, TCK, and PCK in learning mathematics. So that, in general, they have an adequate understanding of TPACK in learning mathematics.