Assessing technology integration in mathematics teaching: Development and preliminary content validation of an integrated didactic tetrahedron–TPACK instrument

Kartono; Sudirman; Thesa Kandaga; Mery Novianti

doi:10.58524/jasme.v6i3.1561

Authors

Kartono Universitas Terbuka, Indonesia
Sudirman Universitas Terbuka, Indonesia
Thesa Kandaga Universitas Terbuka, Indonesia
Mery Novianti Universitas Terbuka, Indonesia

DOI:

https://doi.org/10.58524/jasme.v6i3.1561

Keywords:

Content Validation, Didactic Tetrahedron, Mathematics Teaching, Technology Integration, TPACK

Abstract

Background: Meaningful technology integration in mathematics teaching requires teachers to coordinate technological knowledge with pedagogy, mathematical content, and classroom interactions. Although the Didactic Tetrahedron and Technological Pedagogical Content Knowledge (TPACK) provide complementary perspectives on this process, instruments integrating both frameworks remain limited.

Aim: This study aimed to develop an integrated Didactic Tetrahedron–TPACK instrument and establish preliminary evidence of its content validity for assessing technology integration in secondary mathematics teaching.

Method: As the initial stage of a larger sequential explanatory mixed-methods project, preliminary interviews with in-service mathematics teachers informed instrument development. A 30-item questionnaire covering seven TPACK domains and technology-mediated didactical relations, accompanied by a five-question semi-structured interview protocol, was subsequently evaluated through expert judgment.

Results: Preliminary findings revealed limited meaningful technology integration despite increasing emphasis on deep-learning pedagogy. Expert evaluation yielded an overall mean relevance score of 3.89 out of 4. Twenty-six questionnaire items and all interview questions were rated highly relevant, whereas four items required minor revision, with Technological Content Knowledge receiving the lowest domain score (3.50).

Conclusion: The instrument demonstrates promising preliminary content relevance for assessing technology integration in mathematics teaching, while further multi-expert validation and psychometric testing are required before large-scale implementation.

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