The development of situational problem-based learning model integrated with technological pedagogical and content knowledge in teaching mathematics for grade 10 students

Problem-based Learning (PBL) is widely used in teaching mathematics in Thailand. However, Situation-based Learning (SBL) is rare in mathematics education literature in Thailand. The combination of PBL with SBL will bring students to learning through solving the problem dealt with the situation being relevant to students' real lives. In the high technology world of 21st century, teachers are also demanded to attain Technological Pedagogical and Content Knowledge (TPACK). In addition, the COVID-19 pandemic situation forces teachers to apply several technologies in teaching especially on-line. So that, the integration of TPACK with Situational Problem-based Learning to become the TPACK-SPBL model is needed. This article aimed to develop the TPACK-SPBL model for teaching mathematics for Grade 10 students. The authors analyzed the literature related to PBL, SBL and TPACK and then synthesized the three bodies of knowledge into the TPACK-SPBL model. The TPACK-SPBL model was consisted of seven teaching steps: Step 1: Introduce the situation in targeted context, Step 2: Identify the creative problem in context, Step 3: Plan way to solve creative problem, Step 4: Solve the problem creatively, Step 5: Synthesize and present knowledge, Step 6 Apply knowledge in new context, Step, and Step 7: Summarize and evaluate. The seven teaching steps according to the TPACK-SPBL model was utilized to design the lesson plans in the topic of Set for Grade 10 students in mathematics. The TPACK-SPBL lesson plans were sent to a panel of five experts to check their content validity through the Index of Item-Objective Congruence (IOC). The calculation of IOC showed that the TPACK-SPBL lesson plans were qualified with their IOC higher than 0.60. Finally, the authors provided an example of a lesson plan that used the TPACK-SPBL model to teach grade 10 students about sets.