From Intended to Enacted: A Situated Analysis of TPACK-in-Action Through Video-Stimulated Recall in Geometry Classrooms
DOI:
https://doi.org/10.38114/riemann.v8i1.148Keywords:
TPACK-in-action, video-stimulated recall, geometry learning, teacher cognition, technology integrationAbstract
The integration of digital technology into mathematics classrooms remains inconsistent despite the development of the Technological Pedagogical Content Knowledge (TPACK) framework. This study investigates the persistent "know–do gap" by proposing a conceptual framework consisting of intended, enacted, and reflected TPACK. A qualitative multiple-case study was conducted with four secondary mathematics teachers in East Java, Indonesia. Data were triangulated from lesson plans, dual-camera classroom observations, and video-stimulated recall (VSR) interviews. Findings reveal a significant discrepancy: while teachers designed sophisticated technology-rich lessons, 65% of planned activities were shortened or abandoned during enactment. This regression to traditional instruction was primarily driven by excessive dual cognitive load and real-time classroom management pressures. VSR successfully uncovered teachers’ tacit reasoning, serving as a cognitive trigger for reflective improvement. The study concludes that TPACK is a situated and dynamic competence rather than a static body of knowledge. Implications suggest that professional development should move beyond technical training toward structured video-reflection cycles to develop teachers' adaptive orchestration and real-time decision-making skills.
Downloads
References
Bennison, A., & Goos, M. (2010). Learning to teach mathematics with technology: A survey of professional development needs, experiences, and impacts. Mathematics Education Research Journal, 22 (1), 31–56. https://doi.org/10.1007/BF03217558 DOI: https://doi.org/10.1007/BF03217558
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Sage.
Graham, C. R. (2011). Theoretical considerations for understanding technological pedagogical content knowledge (TPACK). Computers & Education, 57 (3), 1953–1960. https://doi.org/10.1016/j.compedu.2011.04.010 DOI: https://doi.org/10.1016/j.compedu.2011.04.010
Hanifah, U., Budayasa, I. K., & Sulaiman, R. (2025). Technology, pedagogy, and content knowledge in mathematics education: A systematic literature review. Journal of Education and Learning (EduLearn), 19 (1), 579–586. DOI: https://doi.org/10.11591/edulearn.v19i1.21816
Hanifah, U., Budayasa, I. K., Sulaiman, R., & Masriyah. (2024). TPACK competence of mathematics education students in designing constructivist learning. Perspectives of Science and Education, 68 (2), 249–260. DOI: https://doi.org/10.32744/pse.2024.2.15
Hanifah, U., Juniati, D., & Siswono, T. Y. E. (2018). Students’ spatial performance: Cognitive style and sex differences. Journal of Physics: Conference Series, 947, 012014. https://doi.org/10.1088/1742-6596/947/1/012014 DOI: https://doi.org/10.1088/1742-6596/947/1/012014
Harris, J., & Hofer, M. (2011). Technological pedagogical content knowledge (TPACK) in action. Journal of Research on Technology in Education, 43 (3), 211–229. https://doi.org/10.1080/15391523.2011.10782570 DOI: https://doi.org/10.1080/15391523.2011.10782570
Laborde, C. (2001). Integration of technology in the design of geometry tasks. International Journal of Computers for Mathematical Learning, 6 (3), 283–317. https://doi.org/10.1023/A:1013309726799 DOI: https://doi.org/10.1023/A:1013309728825
Lyle, J. (2003). Stimulated recall: A report on its use in naturalistic research. British Educational Research Journal, 29 (6), 861–878. https://doi.org/10.1080/0141192032000137349 DOI: https://doi.org/10.1080/0141192032000137349
Masriyah, Budayasa, I. K., Juniati, D., Sari, Y. M., Saadah, N., Suprihatiningsih, S., & Hanifah, U. (2024, December). Improving TPACK competencies of junior high school mathematics teachers using GeoGebra classroom. In AIP Conference Proceedings (Vol. 3148, No. 1, p. 040016). AIP Publishing LLC. https://doi.org/10.1063/5.0241861 DOI: https://doi.org/10.1063/5.0241861
Masriyah, Kohar, A. W., Rahaju, E. B., Fardah, D. K., & Hanifah, U. (2024). Assessing student teachers' ability in posing mathematical reasoning problems. Center for Educational Policy Studies Journal, 14 (2), 9–37. https://doi.org/10.26529/cepsj.1368 DOI: https://doi.org/10.26529/cepsj.1368
Masriyah, Indrawatiningsih, N., Hartono, S., Sa’diyah, M., Hanifah, U., & Sari, A. S. L. (2025). The effectiveness of a ChatGPT-supported flipped classroom in enhancing preservice mathematics teachers’ understanding of integral calculus. Multidisciplinary Science Journal, 8 (5), 1–10. https://10.31893/multiscience.2026331 DOI: https://doi.org/10.31893/multiscience.2026331
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis (3rd ed.). Sage.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108 (6), 1017–1054. DOI: https://doi.org/10.1177/016146810610800610
Nguyen, H. T., McFadden, A., Tangen, D., & Beutel, D. (2013). Video-stimulated recall interviews in qualitative research. Qualitative Research Journal, 13 (1), 36–49. https://doi.org/10.1108/14439881311314527
Niess, M. L. (2011). Investigating TPACK: Knowledge growth in teaching with technology. Journal of Educational Computing Research, 44 (3), 299–317. DOI: https://doi.org/10.2190/EC.44.3.c
Schmidt, D. A., Baran, E., Thompson, A., Mishra, P., Koehler, M., & Shin, T. (2009). Technological pedagogical content knowledge (TPACK): Validation of an assessment instrument. Journal of Research on Technology in Education, 42 (2), 123–149. DOI: https://doi.org/10.1080/15391523.2009.10782544
Stake, R. E. (2006). Multiple case study analysis. Guilford Press.
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12 (2), 257–285. https://doi.org/10.1207/s15516709cog1202_4 DOI: https://doi.org/10.1207/s15516709cog1202_4
Yin, R. K. (2018). Case study research and applications (6th ed.). Sage
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Umi Hanifah, Masriyah Masriyah, Ayu Silvi Lisvian Sari, Nurus Saadah, Jessica Dwi Nur Cahyani (Author)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
