Integrating Technology in Mathematics Education: An Evaluation of the TPACK Model for Secondary School Teachers

Abstract

The purpose of this study is to investigate the effect of gender on students' algebraic thinking among high school students in Malakand District, Khyber Pakhtunkhwa, Pakistan, with special emphasis on gender differences. The study recognizes the critical role of mathematics education in promoting development and prosperity in a country, as well as its importance in everyday life. To achieve the stated objectives, the researcher developed a comprehensive test of algebraic reasoning that includes three main aspects that are relevant to the 9th-grade curriculum in Khyber Pakhtunkhwa, Pakistan. Tests are carefully designed with the help of experts and training teachers to accurately measure students' algebraic reasoning skills. in addition to the algebraic thinking test, a specially designed questionnaire was used to collect data for the research. The researchers used various statistical tools such as t-test and Pearson's correlation analysis to quantitatively analyze the collected data. The main findings of the study show a significant relationship between algebraic thinking and metacognition among students. This highlights the importance of developing students' metacognitive skills to improve their algebraic thinking skills. In addition, gender differences were found in the study, with male students showing better performance in algebraic thinking compared to their female counterparts. In conclusion, it confirms the importance of metacognition in developing students' algebraic thinking skills. By emphasizing the development of metacognitive skills in mathematics education, teachers can better equip students with the tools they need to solve problems and overall academic success. In addition, the research highlights the importance of addressing gender-based learning styles and preferences to ensure fair educational outcomes for all students. By acknowledging and addressing these differences, educators and policymakers can work to create an inclusive and supportive learning environment that encourages male and female students to thrive in mathematics.