ISSN: 2222-6990
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This paper presents a comprehensive literature review related to Malaysian mathematics primary school teachers’ integration of technology and the acquisition of Technological Pedagogical Content Knowledge (TPACK). TPACK is a framework to describe the complex intersection of knowledge that teachers need to integrate the elements of technology into their teaching practices. This paper also explores the current state of research in this area and identifies research gaps for future investigations. The literature highlights some deep and significant understanding of teachers' perceptions of TPACK, teaching practices based on TPACK and the impacts of TPACK on students’ outcomes. The findings suggest that more studies should be done to investigate the levels of TPACK knowledge among teachers and how this might impact students’ engagement, motivation and understanding of mathematical concepts. Further research is needed to provide insights for future research and education policy development. Overall, this paper serves as a foundation for future studies and strategies to improve mathematics education through the integration of TPACK knowledge among Malaysian primary school teachers.
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