Exploring teachers’ pedagogical reasoning in mathematics education using the TPACK framework

Effective integration of technology in mathematics education requires teachers to blend content knowledge, pedagogical strategies, and digital tools. The Technological Pedagogical Content Knowledge (TPACK) framework offers a lens for understanding teachers’ pedagogical reasoning when designing technology-enhanced lessons. However, the ways in which TPACK informs instructional planning and the challenges educators face remain under - synthesized. A systematic review following PRISMA guidelines was conducted using Scopus (2015–2024). Search terms included “pedagogical reasoning,” “instructional reasoning,” “TPACK,” and “math*.” From 118 records retrieved, title/abstract screening and full - text eligibility assessments yielded eight empirical studies examining TPACK and pedagogical reasoning in mathematics contexts. The included studies employed predominantly qualitative case studies and mixed - methods designs to capture teachers’ decision - making processes. Findings indicate that educators leverage TPACK to enhance conceptual understanding and student engagement via dynamic visualizations, interactive simulations, and scaffolded digital tasks. Common obstacles include limited subject - specific professional development, resource constraints, and heterogeneity in teachers’ TPACK proficiency. Evidence also highlights TPACK’s capacity to foster inquiry - based learning and develop teachers’ adaptive expertise. Sustained, targeted professional development and equitable access to technology are essential for deepening TPACK enactment. Implications for practice include designing PD programs that integrate subject - specific technology applications and creating institutional support structures. Future research should investigate longitudinal impacts of TPACK on teachers’ reflective practices and student outcomes, and develop standardized assessment tools tailored to mathematics instruction.