Developing Pre-Service Mathematics Teachers’ TPACK through Digital Learning Environments: A Literature Review
Keywords:
TPACK, pre-service mathematics teachers, digital learning environment, mathematics teacher education, literature review
Abstract
The development of pre-service mathematics teachers’ competence in integrating technology has become a central issue in contemporary teacher education. One of the most widely used frameworks for understanding this competence is Technological Pedagogical Content Knowledge (TPACK), which refers to the integrated knowledge of technology, pedagogy, and subject matter. This article aims to review how digital learning environments contribute to the development of pre-service mathematics teachers’ TPACK. Using a narrative literature review approach, this article synthesizes studies published between 2010 and 2025 that discuss TPACK, mathematics teacher education, digital learning environments, dynamic mathematics software, virtual simulations, technology-based microteaching, collaborative task design, online and hybrid learning, and professional development. The review indicates that digital learning environments can strengthen TPACK when technology is not treated merely as a technical tool, but is embedded in pedagogical design and mathematical representation. TPACK development is more effective when pre-service teachers engage in authentic learning experiences, such as technology-based task design, digital microteaching, virtual simulation, collaborative lesson planning, feedback, reflection, and the use of dynamic mathematics software. However, several challenges remain, including infrastructure limitations, unequal access to digital tools, variation in digital literacy, limited institutional support, and the lack of longitudinal evidence on the sustainability of TPACK development in real teaching practice. This article argues that mathematics teacher education programs need to design digital learning environments that are structured, contextual, reflective, collaborative, and sustainable so that TPACK development moves beyond technical proficiency toward meaningful pedagogical competence.
References
Agyei, D. D. (2012). Preparation of pre-service teachers in Ghana to integrate information and communication technology in teaching mathematics. https://doi.org/10.3990/1.9789036533690
Agyei, D. D., & Voogt, J. (2012). Developing technological pedagogical content knowledge in pre-service mathematics teachers through collaborative design. Australasian Journal of Educational Technology, 28(4), 547–564. https://doi.org/10.14742/AJET.827
Agyei, D. D., & Voogt, J. (2015). Pre-service teachers’ TPACK competencies for spreadsheet integration: Insights from a mathematics-specific instructional technology course. Technology, Pedagogy and Education, 24(5), 605–625. https://doi.org/10.1080/1475939X.2015.1096822
Ahmad, N. J. (2025). A SLR: Integrating technology in mathematics education: The impact of TPACK, professional development, and student engagement on learning outcomes. https://doi.org/10.5281/zenodo.13906155
Bhagat, K. K., Chang, C., & Huang, R. (2017). Integrating GeoGebra with TPACK in improving pre-service mathematics teachers’ professional development. https://doi.org/10.1109/ICALT.2017.9
Bowers, J., & Stephens, B. (2011). Using technology to explore mathematical relationships: A framework for orienting mathematics courses for prospective teachers. Journal of Mathematics Teacher Education, 14(4), 285–304. https://doi.org/10.1007/S10857-011-9168-X
Chai, C. S., Rahmawati, Y., & Jong, M. S. (2020). Indonesian science, mathematics, and engineering preservice teachers’ experiences in STEM-TPACK design-based learning. Sustainability, 12(21). https://doi.org/10.3390/SU12219050
Davis, T. J., Merchant, Z., & Kwok, O. (2022). An examination of practice-based virtual simulations and pre-service mathematics teaching efficacy and outcome expectancy. Education Sciences, 12(4), 262. https://doi.org/10.3390/educsci12040262
Edson, A. J., & Thomas, A. (2019). Transforming preservice mathematics teacher knowledge for and with the enacted curriculum: The case of digital instructional materials. https://doi.org/10.4018/978-1-5225-0120-6.CH009
Fitriawan, D., Siregar, N., & Sulistyowati, E. (2025). Inovasi pembelajaran era digital: Integrasi TPACK dan deep learning dalam rancangan instruksional mahasiswa calon guru matematika. International Journal of Progressive Mathematics Education. https://doi.org/10.22236/ijopme.v5i2.20416
Hai, Z., Wang, Z., Jiang, R., & Wu, H. (2025). Exploring the influence of technology-enhanced active learning environments on pre-service teachers’ TPACK and technology beliefs. SAGE Open, 15(3). https://doi.org/10.1177/21582440251359823
Hidayat, A., & Chao, T. (2024). Unleashing mathematics teachers: Insights from a systematic literature review on digital learning in Indonesia. Cogent Education, 12(1). https://doi.org/10.1080/2331186x.2024.2442868
Hyde, R., & Edwards, J. (2011). Pre-service teachers’ understandings of learning to use digital technologies in secondary mathematics teaching.
Jeon, Y., & Rim, H. (2023). Analysis of instructional design and effect for pre-service mathematics teachers’ TPACK-P improvement. https://doi.org/10.30807/ksms.2023.26.1.003
Juhari, A., & Habibah, S. (2026). Mathematics education students’ adaptation to the digital learning ecosystem. ETDC: Indonesian Journal of Research and Educational Review, 5(3), 1934–1946. https://doi.org/10.51574/ijrer.v5i3.5002
Kartal, B., & Çinar, C. (2018). Examining pre-service mathematics teachers’ beliefs of TPACK during a method course and field experience. Malaysian Online Journal of Educational Technology, 6(3), 11–37.
Kohen, Z. (2023). Who moved my triangle? Pre- and in-service teachers inquiring in a mathematics lab. International Journal of Mathematical Education in Science and Technology, 1–29. https://doi.org/10.1080/0020739x.2023.2199314
Ku, N. (2025). Designing and revising dynamic geometry tasks by pre-service elementary teachers: Theoretical networking of noticing and TPACK. https://doi.org/10.29275/jerm.2025.35.1.1
Ku, N. (2025). Refining the teacher design capacity framework based on pre-service teachers’ design-implementation-redesign cycle. https://doi.org/10.30807/ksms.2025.28.3.006
Larkin, K., & Jamieson-Proctor, R. (2015). Using transactional distance theory to redesign an online mathematics education course for pre-service primary teachers. Mathematics Teacher Education and Development, 17(1), 44–61.
Latri, L., & Juhari, A. (2025). Learning transformation: Effective strategies for transforming ordinary elementary school classrooms into interactive math labs. ETDC: Indonesian Journal of Research and Educational Review, 5(1), 290–303.
Li, Q., Lemieux, C., Vandermeiden, E., & Nathoo, S. (2013). Are you ready to teach secondary mathematics in the 21st century? A study of preservice teachers’ digital game design experience. Journal of Research on Technology in Education, 45(4), 309–337. https://doi.org/10.1080/15391523.2013.10782608
McCulloch, A. W., Bailey, N. G., Fye, K., & Scott, G. (2020). Creating a third space for learning to design technology-based mathematics tasks. https://doi.org/10.5951/MTE.2020.0011
Ngwabe, A., & Boateng, S. (2025). Enhancing TPACK: Preservice mathematics teachers’ experiences with digital and non-digital visualisation tools. Journal of Education and E-Learning Research. https://doi.org/10.20448/jeelr.v12i4.7872
Ozmantar, M. F., Akkoç, H., Bingolbali, E., Demir, S., & Ergene, B. (2010). Pre-service mathematics teachers’ use of multiple representations in technology-rich environments. Eurasia Journal of Mathematics, Science and Technology Education, 6(1), 19–36. https://doi.org/10.12973/EJMSTE/75224
Retnowati, E., Murdiyani, N. M., Marsigit, Sugiman, & Mahmudi, A. (2018). Improving pedagogic competence using an e-learning approach for pre-service mathematics teachers. https://doi.org/10.1088/1742-6596/983/1/012126
Schwarts, G., Herbst, P., & Brown, A. M. (2024). Harnessing asynchronous digital simulations of problem-based lessons to support mathematics teachers’ professional development: A design-based approach. International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-024-10514-x
Segal, R., Oxman, V., & Stupel, M. (2021). Using dynamic geometry software to enhance specialized content knowledge: Pre-service mathematics teachers’ perceptions. Journal on Mathematics Education, 16(3). https://doi.org/10.29333/IEJME/11065
Sofroniou, A., Patel, M. H., & Premnath, B. (2025). A meta synthesis of digital and AI tools for conceptual understanding in higher mathematics education. Journal of Education, Society and Behavioural Science. https://doi.org/10.9734/jesbs/2025/v38i61450
Takdirmin, T., & Juhari, A. (2026). Visual and auditory learning styles in mathematics learning in the digital era for college students. ETDC: Indonesian Journal of Research and Educational Review, 5(3), 1825–1838. https://doi.org/10.51574/ijrer.v5i3.5003
Walters, L. M., Green, M. R., Goldsby, D., Walters, T. N., & Wang, L. (2016). Teaching pre-service teachers to make digital stories that explain complex mathematical concepts in a real-world context: The “Math-eo” project, creating “cool new tools”. The International Journal for Technology in Mathematics Education, 23(4), 129–144.
Yuan, Z., & Li, S. (2012). Developing prospective mathematics teachers’ technological pedagogical content knowledge (TPACK): A case of normal distribution.
Zambak, V. S., & Tyminski, A. M. (2022). Connections between prospective middle-grades mathematics teachers’ technology-enhanced specialized content knowledge and beliefs. https://doi.org/10.1080/19404476.2022.2151681
Zhou, L. (2024). Fostering preservice teachers’ mathematical discourse through virtual simulation teaching. International Journal of Mathematical Education in Science and Technology, 1–21. https://doi.org/10.1080/0020739x.2024.2379487
Zulu, M. W. (2025). Exploring the tech-twist: Preservice mathematics teachers’ implementation of educational technologies for visualisation at resource-constrained schools. https://doi.org/10.5772/intechopen.1010379
Agyei, D. D., & Voogt, J. (2012). Developing technological pedagogical content knowledge in pre-service mathematics teachers through collaborative design. Australasian Journal of Educational Technology, 28(4), 547–564. https://doi.org/10.14742/AJET.827
Agyei, D. D., & Voogt, J. (2015). Pre-service teachers’ TPACK competencies for spreadsheet integration: Insights from a mathematics-specific instructional technology course. Technology, Pedagogy and Education, 24(5), 605–625. https://doi.org/10.1080/1475939X.2015.1096822
Ahmad, N. J. (2025). A SLR: Integrating technology in mathematics education: The impact of TPACK, professional development, and student engagement on learning outcomes. https://doi.org/10.5281/zenodo.13906155
Bhagat, K. K., Chang, C., & Huang, R. (2017). Integrating GeoGebra with TPACK in improving pre-service mathematics teachers’ professional development. https://doi.org/10.1109/ICALT.2017.9
Bowers, J., & Stephens, B. (2011). Using technology to explore mathematical relationships: A framework for orienting mathematics courses for prospective teachers. Journal of Mathematics Teacher Education, 14(4), 285–304. https://doi.org/10.1007/S10857-011-9168-X
Chai, C. S., Rahmawati, Y., & Jong, M. S. (2020). Indonesian science, mathematics, and engineering preservice teachers’ experiences in STEM-TPACK design-based learning. Sustainability, 12(21). https://doi.org/10.3390/SU12219050
Davis, T. J., Merchant, Z., & Kwok, O. (2022). An examination of practice-based virtual simulations and pre-service mathematics teaching efficacy and outcome expectancy. Education Sciences, 12(4), 262. https://doi.org/10.3390/educsci12040262
Edson, A. J., & Thomas, A. (2019). Transforming preservice mathematics teacher knowledge for and with the enacted curriculum: The case of digital instructional materials. https://doi.org/10.4018/978-1-5225-0120-6.CH009
Fitriawan, D., Siregar, N., & Sulistyowati, E. (2025). Inovasi pembelajaran era digital: Integrasi TPACK dan deep learning dalam rancangan instruksional mahasiswa calon guru matematika. International Journal of Progressive Mathematics Education. https://doi.org/10.22236/ijopme.v5i2.20416
Hai, Z., Wang, Z., Jiang, R., & Wu, H. (2025). Exploring the influence of technology-enhanced active learning environments on pre-service teachers’ TPACK and technology beliefs. SAGE Open, 15(3). https://doi.org/10.1177/21582440251359823
Hidayat, A., & Chao, T. (2024). Unleashing mathematics teachers: Insights from a systematic literature review on digital learning in Indonesia. Cogent Education, 12(1). https://doi.org/10.1080/2331186x.2024.2442868
Hyde, R., & Edwards, J. (2011). Pre-service teachers’ understandings of learning to use digital technologies in secondary mathematics teaching.
Jeon, Y., & Rim, H. (2023). Analysis of instructional design and effect for pre-service mathematics teachers’ TPACK-P improvement. https://doi.org/10.30807/ksms.2023.26.1.003
Juhari, A., & Habibah, S. (2026). Mathematics education students’ adaptation to the digital learning ecosystem. ETDC: Indonesian Journal of Research and Educational Review, 5(3), 1934–1946. https://doi.org/10.51574/ijrer.v5i3.5002
Kartal, B., & Çinar, C. (2018). Examining pre-service mathematics teachers’ beliefs of TPACK during a method course and field experience. Malaysian Online Journal of Educational Technology, 6(3), 11–37.
Kohen, Z. (2023). Who moved my triangle? Pre- and in-service teachers inquiring in a mathematics lab. International Journal of Mathematical Education in Science and Technology, 1–29. https://doi.org/10.1080/0020739x.2023.2199314
Ku, N. (2025). Designing and revising dynamic geometry tasks by pre-service elementary teachers: Theoretical networking of noticing and TPACK. https://doi.org/10.29275/jerm.2025.35.1.1
Ku, N. (2025). Refining the teacher design capacity framework based on pre-service teachers’ design-implementation-redesign cycle. https://doi.org/10.30807/ksms.2025.28.3.006
Larkin, K., & Jamieson-Proctor, R. (2015). Using transactional distance theory to redesign an online mathematics education course for pre-service primary teachers. Mathematics Teacher Education and Development, 17(1), 44–61.
Latri, L., & Juhari, A. (2025). Learning transformation: Effective strategies for transforming ordinary elementary school classrooms into interactive math labs. ETDC: Indonesian Journal of Research and Educational Review, 5(1), 290–303.
Li, Q., Lemieux, C., Vandermeiden, E., & Nathoo, S. (2013). Are you ready to teach secondary mathematics in the 21st century? A study of preservice teachers’ digital game design experience. Journal of Research on Technology in Education, 45(4), 309–337. https://doi.org/10.1080/15391523.2013.10782608
McCulloch, A. W., Bailey, N. G., Fye, K., & Scott, G. (2020). Creating a third space for learning to design technology-based mathematics tasks. https://doi.org/10.5951/MTE.2020.0011
Ngwabe, A., & Boateng, S. (2025). Enhancing TPACK: Preservice mathematics teachers’ experiences with digital and non-digital visualisation tools. Journal of Education and E-Learning Research. https://doi.org/10.20448/jeelr.v12i4.7872
Ozmantar, M. F., Akkoç, H., Bingolbali, E., Demir, S., & Ergene, B. (2010). Pre-service mathematics teachers’ use of multiple representations in technology-rich environments. Eurasia Journal of Mathematics, Science and Technology Education, 6(1), 19–36. https://doi.org/10.12973/EJMSTE/75224
Retnowati, E., Murdiyani, N. M., Marsigit, Sugiman, & Mahmudi, A. (2018). Improving pedagogic competence using an e-learning approach for pre-service mathematics teachers. https://doi.org/10.1088/1742-6596/983/1/012126
Schwarts, G., Herbst, P., & Brown, A. M. (2024). Harnessing asynchronous digital simulations of problem-based lessons to support mathematics teachers’ professional development: A design-based approach. International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-024-10514-x
Segal, R., Oxman, V., & Stupel, M. (2021). Using dynamic geometry software to enhance specialized content knowledge: Pre-service mathematics teachers’ perceptions. Journal on Mathematics Education, 16(3). https://doi.org/10.29333/IEJME/11065
Sofroniou, A., Patel, M. H., & Premnath, B. (2025). A meta synthesis of digital and AI tools for conceptual understanding in higher mathematics education. Journal of Education, Society and Behavioural Science. https://doi.org/10.9734/jesbs/2025/v38i61450
Takdirmin, T., & Juhari, A. (2026). Visual and auditory learning styles in mathematics learning in the digital era for college students. ETDC: Indonesian Journal of Research and Educational Review, 5(3), 1825–1838. https://doi.org/10.51574/ijrer.v5i3.5003
Walters, L. M., Green, M. R., Goldsby, D., Walters, T. N., & Wang, L. (2016). Teaching pre-service teachers to make digital stories that explain complex mathematical concepts in a real-world context: The “Math-eo” project, creating “cool new tools”. The International Journal for Technology in Mathematics Education, 23(4), 129–144.
Yuan, Z., & Li, S. (2012). Developing prospective mathematics teachers’ technological pedagogical content knowledge (TPACK): A case of normal distribution.
Zambak, V. S., & Tyminski, A. M. (2022). Connections between prospective middle-grades mathematics teachers’ technology-enhanced specialized content knowledge and beliefs. https://doi.org/10.1080/19404476.2022.2151681
Zhou, L. (2024). Fostering preservice teachers’ mathematical discourse through virtual simulation teaching. International Journal of Mathematical Education in Science and Technology, 1–21. https://doi.org/10.1080/0020739x.2024.2379487
Zulu, M. W. (2025). Exploring the tech-twist: Preservice mathematics teachers’ implementation of educational technologies for visualisation at resource-constrained schools. https://doi.org/10.5772/intechopen.1010379
Published
2026-06-08
How to Cite
Juhari, A., & Abdurahman Hamid. (2026). Developing Pre-Service Mathematics Teachers’ TPACK through Digital Learning Environments: A Literature Review. International Journal of Technology and Education Research, 4(02), 1426-1440. https://doi.org/10.63922/ijeter.v4i02.4169
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