A Quantitative Assessment of High School Math Teacher's Technological Pedagogical and Content Knowledge

The applicability of digital technologies is increasing boundlessly and so are the opportunities of the end-users, with ample opportunities to embed these technologies in the teaching and learning process. Nonetheless, classroom adoption of technologies, particularly in mathematics remains on the lower end of innovation in teaching and learning. To remedy this deficit, education policy makers can take advantage of the existing Technological Pedagogical and Content Knowledge (TPACK) framework. After multiple analyses of Iranian Teachers' self -assessed TPACK, this study places them within the TPACK spectrum, and provides evidence-based policy recommendations. We provide avenues to enhance the effectiveness of mathematics teacher education programs in Iran. We accomplish this by surveying 399 teachers; we then quantify their self-reported assessment of their TPACK; we then determine how their self-reported assessment related to each construct, and their mediating roles, of technological pedagogical knowledge (TPK), technological content knowledge (TCK) and pedagogical content knowledge (PCK). We achieve this by means of structural equation modeling. Our results suggest the existence of high correlations among TPACK components. Additionally, PCK, TPK and TCK had mediating roles in the relationship between three main constructs TK, CK and PK.