A SLR: INTEGRATING TECHNOLOGY IN MATHEMATICS EDUCATION: THE IMPACT OF TPACK, PROFESSIONAL DEVELOPMENT, AND STUDENT ENGAGEMENT ON LEARNING OUTCOMES

Abstrak

The Technological Pedagogical Content Knowledge (TPACK) framework is used in this systematic literature review to investigate how technology might be integrated into mathematics teaching. The study's objectives are to look into how professional development affects teachers' capacity to use digital tools in the classroom, analyse how technology can improve student engagement and problem-solving abilities, and pinpoint the obstacles that stand in the way of effective technology adoption. The study tackles the issue of inefficient technology integration, which is caused by disparate views towards digital technologies, insufficient institutional support, and poor teacher preparation. From a starting pool of 474 papers, 69 pertinent research were chosen using the PRISMA methodology. Results show that teachers who successfully incorporate technology improve learning outcomes and student engagement when they receive ongoing professional development support. Nevertheless, barriers such as inadequate institutional support and technical challenges continue to impede progress. The study concludes that tailored professional development programs are vital for enhancing teachers' technical and pedagogical skills. Furthermore, institutional backing and a positive disposition toward technology adoption are crucial for its sustainable integration within classrooms, ultimately leading to improved outcomes in mathematics education. Significance of study include bolstering teacher training initiatives and ensuring the availability of sufficient resources to support technology-enhanced learning environments. By addressing these areas, educators can be better equipped to navigate the complexities of integrating technology into their teaching practices, thereby enriching the educational experience for their students.