Abstract

Several studies are examining the problem of mathematics learning devices, but few have specifically explored the devices that are incorporated with technological pedagogical content knowledge (TPACK). Therefore, this study aims to descriptively explore the incorporation of TPACK in mathematics learning devices. An exploratory descriptive method was used to achieve the objective of the analysis. Participants were 36 mathematics teachers, aged 30–50 years, and more than five years of teaching experience. Following the process, the instruments used during the analysis were learning device assessment sheets and interview guidelines. The data obtained were analyzed using quantitative analysis to identify the criteria for learning devices. The results showed that the criteria for TPACK incorporation in mathematics learning devices were medium and low. These signified that mathematics teachers had not optimally incorporated TPACK into learning devices. Despite learning devices meeting the feasibility aspect, the language criteria were high, and the presentation as well as graphic criteria were high and medium. A total of four competencies were targeted in learning devices, namely critical thinking, creativity, communication, and collaboration. The results of this study recommended that TPACK-incorporated mathematics learning devices be implemented in schools.

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