A Review of the Literature: How Pre-service Mathematics Teachers Develop Their Technological, Pedagogical, and Content Knowledge

Melike Yigit
341 80


In recent years, researchers have advanced the Technological, Pedagogical, and Content Knowledge (TPACK) framework to describe both in-service and pre-service teachersâ knowledge related to effectively integrating technology. This study is a systematic literature review about pre-service mathematics teachersâ (PSMTs) development of TPACK, and the review is limited to the peer reviewed articles published between 2005 and 2013 (February). The main purpose of this study is to investigate and analyze the articles in mathematics education research that have explored how PSMTs develop their TPACK and how their development impacts their future teaching of mathematics. Specifically, the literature review attempts to identify PSMTsâ development of the components of the TPACK framework, their perspectives for their future teaching, how their development of TPACK can be measured, and strategies to develop their TPACK. Findings show that PSMTsâ active involvement in technology-enhanced lessons or courses is the major strategy to develop their TPACK and to improve their future teaching of mathematics.


Technological Pedagogical and Content Knowledge, TPCK, TPACK, Pre-service Mathematics Teachers’ Education, Pre-service Mathematics Teachers’ Knowledge

Full Text:



  • There are currently no refbacks.

Copyright (c) 2017 International Journal of Education in Mathematics, Science and Technology

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Place of Publication: Turkey & Name of Publisher: Ismail Sahin