Lake, ElizabethAlasfoor, Maryam2023-11-262023-11-262023-11-23https://hdl.handle.net/20.500.14154/69841This qualitative study investigated Saudi in-service high school mathematics teachers’ Technological Knowledge (TK), Technological Content Knowledge (TCK) and Technological Pedagogical Knowledge (TPK), as well as the gender-based differences in these three components. The study also explored barriers to effective technology integration in mathematics classrooms from the participants’ perspectives. Semi-structured interviews with six mathematics teachers (three females and three males) were conducted. The Technological Pedagogical and Content Knowledge (TPACK) framework was adopted to analyse the teachers’ knowledge. The findings of the participants’ TK, TCK and TPK and the gender-based differences were illustrated with examples of their technological approaches in teaching different geometry and algebra topics. The findings also highlighted several challenges related to limited professional development training in mathematical digital tools, lack of technical support, limited device availability for students and language and cultural norms barriers.99enTPACKTechnological Knowledge (TK)Technological Pedagogical Knowledge (TPK)Technological Content Knowledge (TCK)Saudi Arabiamathematicsalgebrageometryin-service teachers.Thesis