Shofan Fiangga, Abdul Haris Rosyidi, Pradnyo Wijayanti, Novita Vindri Harini, Anugrah Romadhon, Aldiovano Putra Roberta
Integrating Technology, Pedagogy, and Content Knowledge (TPACK) in the teaching of mathematics has become a trend of recent research focus in mathematics education. The use of TPACK in the form of Classroom Tasks implies effective mathematics teaching. In this study, we explore the TPACK development in the form of designing mathematical task of a mathematics teacher in Pasuruan, Indonesia. The analysis uses the Niess model which ranges from the five levels of TPACK: Recognizing, Accepting, Adapting, Exploring, and Advancing. By analyzing the teacher's instructional materials, technology use, and pedagogical strategies, we gain insights into how TPACK manifests in real-world classroom contexts. The findings suggest that the use of Excel and Geogebra can support the teacher in an appropriate level of TPACK. © 2025 Author(s).
Mathematics Education Department, Universitas Negeri Surabaya, Surabaya, Indonesia
