THE NEXUS OF TPACK, SAMR, AND 21ST-CENTURY SKILLS IN DIGITAL MATHEMATICS EDUCATION: AN INTEGRATIVE REVIEW
DOI:
https://doi.org/10.55003/IJIET.7211Keywords:
Digital technology, Digital mathematics education, 21st-century skills, TPACK framework, SAMR modelAbstract
The current 21st-century Mathematics curriculum has raised major questions regarding the fostering of analytical reasoning, problem-solving, and the application of mathematical skills in practice. Digital technologies, particularly digital mathematics tools, have a significant impact on the creation and enhancement of quality, relevance, and engagement in mathematics learning, in line with Education 4.0. This study conducts an integrative literature review (ILR) and a conceptual synthesis using the TPACK, SAMR, and 21st-century skills (4Cs) frameworks. A systematic review of peer-reviewed literature published between 2015 and 2025 was carried out, leading to the selection of 26 research papers from international and Thailand-based databases, including Scopus, Web of Science, ERIC, and ThaiJO. Data were extracted and coded based on (i) integrated TPACK characteristics, (ii) SAMR-categorized task transformation degrees, and (iii) 4Cs outcome benchmarks. Findings indicate that while digital tools support conceptualization, higher-order 4Cs outcomes emerge most consistently when technology use reaches the Modification and Redefinition levels, mediated by strong integrated TPACK. Conversely, Substitution or Augmentation levels tend to yield functional improvements without producing transformational outcomes. The review concludes by recommending holistic instructional design principles that explicitly connect technology affordances to intended 4Cs outcomes, offering practical implications for teacher professional development and digital mathematics education in Thailand and beyond.
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