Improving the Digital-Pedagogical Competencies of Mathematics Teachers on The Basis of The TPACK Model
DOI:
https://doi.org/10.55640/eijp-06-07-08Keywords:
TPACK, digital-pedagogical competence, mathematics teacherAbstract
This article examines the development of mathematics teachers' digital-pedagogical competencies based on the Technological Pedagogical Content Knowledge (TPACK) framework. It analyzes the key components of TPACK and their application in technology-enhanced mathematics instruction. Based on a systematic review of recent empirical and theoretical studies, the article identifies challenges in integrating technological, pedagogical, and content knowledge and highlights the need to strengthen teachers' technological pedagogical competencies. The study proposes a practice-oriented model that includes competency assessment, collaborative professional development, technology-integrated lesson design, and reflective practice. The findings suggest that sustainable improvement of mathematics teachers' digital-pedagogical competence requires systematic institutional support and continuous professional development within the TPACK framework.
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Copyright (c) 2026 Abdivali Shamshiyev
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