Main Article Content
In this digital era with a rapid evolution of technology, it is a must for teachers and pre-service teachers to have information and skills necessary for the use of technology in mathematics instruction. The Technological Pedagogical Content Knowledge (TPACK) framework was used at various levels of research related to use and integration of different technologies in instruction. However, studies focusing on pre-service primary teachers’ development of TPACK-Math have not provided comprehensive descriptions of pre-service teachers’. TPACK-Math development from the time of entry into their Bachelor’s degree programme until the time they leave university. TPACK-Math implies the application of TPACK to the teaching and learning of mathematics. In TPACK-Math the focus is on the relevance of TPACK skills in a mathematics classroom. Therefore, the purpose of the current study was to investigate the evolution of pre-service primary teachers' technological pedagogical content knowledge in relation to their grade level (i.e. year of study) as a variable of analysis. The study employed the survey model with data collected from 166 first, second and fourth year male and female students from the Didactics of the Experimental Sciences, Social Sciences, Mathematics Department of the Faculty of Education and Social Work at the University of Valladolid in Spain. As a data collection tool, a 59-item, 8-factor and five-point Likert type Technological Pedagogical Content Knowledge Scale were used. The one-way Analysis of Variance was utilized to test for statistical significance. According to the results of the ANOVA test, there was a significant difference of pre-service teachers’ TPACK-Math profile based on their grade level.