Diagnosing Technological Pedagogical Content Knowledge Landscape: The Case of the Mathematics Teachers in Government-Funded University

Patrick G. Galleto, Ninfa B. Pangilinan


Technology-pedagogy-content-based instruction in Mathematics teaching remained the forefront of
educational discussion in many higher education institutions in the Philippines today. The study diagnosed
the landscape of the teachers’ technological content knowledge (TCK), technological pedagogical
knowledge (TPK), and technological pedagogical content knowledge (TPCK) to commence in a
government-funded university in the Philippines utilizing survey method of quantitative research with
questionnaire checklist. The study revealed that Mathematics teachers intensified and recognized their
developing skills in online digital resources and Mathematics softwares applications. The result suggests
that Mathematics teachers should be continuously equipped with the technological pedagogical content
knowledge to suit the students’ needs of the current times.

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