Evaluation of Digital Competencies in Mathematics Teachers: An Analysis Based on the TPACK Model
DOI:
https://doi.org/10.53485/ret.v5i2.745Keywords:
digital assessment, mathematics education, secondary education, teacher digital competence, TPACK modelAbstract
The integration of digital technologies in education demands a teaching profile capable of articulating disciplinary, pedagogical, and technological knowledge. This study evaluated the digital competencies of mathematics teachers in secondary education using the Technological Pedagogical Content Knowledge (TPACK) model, under a quantitative, descriptive, and non-experimental cross-sectional design. A 21-item questionnaire was administered to a non-probabilistic sample of 71 in-service mathematics teachers in the Distrito Nacional, Santo Domingo (α = 0.89). Results revealed a moderate level of digital teaching competence, with an asymmetric hierarchy across the model's dimensions: Content Knowledge (CK) obtained the highest score (M = 3.08), while Technological Content Knowledge (TCK) recorded the lowest performance (M = 2.65). Weaknesses were also identified in digital assessment and low pedagogical use of artificial intelligence. It is concluded that teachers demonstrate greater confidence in their disciplinary domain than in the pedagogical integration of digital tools, suggesting the need for situated professional development processes aimed at the articulated strengthening of the pedagogical, disciplinary, and technological dimensions of the TPACK model.
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