A systematic review of TPACK research in primary mathematics education

Abstract This study is a systematic review of Technological Pedagogical and Content Knowledge (TPACK) studies concerning primary mathematics education published between 2005 and 2022. The aim of the systematic review was to identify the common features of previous TPACK research on primary mathematics education and identify the research gaps based on their contexts. The study used the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) procedure to investigate TPACK-related studies published during the last 17 years in the primary mathematics education domain and to evaluate the characteristics of TPACK instruments used in primary mathematics education. We identified five foci of these studies of TPACK in primary mathematics education research: designing lessons, evaluating mathematics teachers’ knowledge of integrating digital technologies, designing the assessment, evaluating training programs, and informing professional development program designs. Findings from this systematic review of the literature can assist educators in better designing professional development programs to help primary mathematics teachers improve their ability to integrate digital technology into classroom teaching. Also, the findings can assist researchers in locating TPACK instruments that are appropriate and relevant for their research. Finally, we argue that there is a research gap concerning how to measure primary mathematics teachers’ TPACK, how to design a TPACK instrument that includes contextual factors, and how to develop TPACK-oriented teacher training programs for primary mathematics teachers.