An Exploration into Teachers’ Technological Mathematics Knowledge: Changling Xiwang Elementary School as A Case Study

The role of teachers in educational institutions in this era must at least know the duties of teachers as professional educators, namely educating, teaching, guiding, directing, training, assessing, and evaluating students in early childhood education. The main purpose of this study is to find out how the teacher's ability to explore technological mathematical knowledge is in teaching mathematics in the classroom. The research paradigm adopted in this study is qualitative research. The main sample in this study were 24 teachers who teach at Changling Xiwang Elementary School. This research was carried out from March to May of the 2020/2021 academic year. The results showed that the teacher's perception of technological abilities in teaching technologybased mathematics, the ability of mathematics teachers to teach mathematics, and the ability of technologyassisted mathematics teachers to teach mathematics in class were categorized as good. These results indicate that most of the teacher's abilities are classified as good about using technology in teaching mathematics. The research suggests furthering researchers to be able to develop technology-based learning media, especially in the field of mathematics in teaching mathematics material in the classroom. Teachers in this century are advised to keep up with the times that are filled with facilities based on information and communication technology (ICT).


INTRODUCTION
Basic education facilities and infrastructure are important factors to ensure good quality education (Hanafi, Yasin, Toran, Mokhtar, & Bari, 2010a, 2010b, especially in the 21st century filled with technology facilities (Virtanen et al., 2021). Then the requires adjustment efforts along with an Study,Shiwei Tan,Wenrong Jiang 341 increased understanding of technology at the elementary school level because elementary school formal education institutions are one form of formal education unit that organizes general education at the most basic level, which is often called elementary school education which is the initial and basic stage for the next stages of education (Bernard, Akbar, Ansori, & Filiestianto, 2019;Fernandes, Rodrigues, & Ferreira, 2020;Hermita et al., 2018;Thao, Hoang, & Kato, 2016). We need good qualified, creative, and innovative educators from this basic stage to produce quality students for the nation's development (Ghizan, 2013;Thanh et al., 2020).

An Exploration into Teachers' Technological Mathematics Knowledge: Changling Xiwang Elementary School as A Case
Thus the role of teachers in educational institutions in this era must at least know the duties of teachers as professional educators, namely educating, teaching, guiding, directing, training, assessing and evaluating students in early childhood education through formal education, basic education and secondary education (Yu, Niemi, & Mason, 2019 T.T. Wijaya & Hermita, 2021).
There are research findings that teachers do not use supporting media to clarify the material and make it easier for students to understand the presented material (Chatmaneerungcharoen, 2019;T.T. Wijaya, 2021; T.T. Wijaya, Jianlan, & Purnama, 2020;L. Zhang, Zhou, & Wijaya, 2020). Less varied methods and the absence of media also cause children to have difficulty learning mathematics (T.T. X. Zhang, Zhou, & Wijaya, 2020). The difficulties experienced by students have an impact on low mathematics learning outcomes (Tommy Tanu Wijaya, Ying, & Purnama, 2020), this is evidenced by the number of students who do not meet the minimum completeness criteria, this is due to one of the external factors, namely the use of learning media that has not been maximized in learning mathematics (Fried, 2007). This problem is supported by research conducted by Darjiani on the analysis of students' learning difficulties in mathematics, showing that students have difficulty in numeracy skills, conceptual aspects, and problem-solving aspects (Salinas et al., 2013).
Shulman first coined TPACK that PCK is related to teachers' understanding of educational technology.
TPACK is the ability of teachers to facilitate student learning of certain content through pedagogical and technological approaches. Learning through TPACK can explore teachers in increasing teacher capacity for understanding technology in learning in general (Lainufar, Mailizar, & Johar, 2020 (2008), it represents teachers' pedagogical content knowledge (PCK) for teaching mathematics; TPMKteacher's knowledge of using technology to apply teaching methods to mathematics (Koh, 2019).
Of the seven developments above, in this study, researchers only discussed TMK itself. Thus, Technological Mathematical Knowledge (TMK) itself means that the teacher's knowledge regarding the application of technology in learning mathematics. The concept of TMK thinking provides an understanding that to teach mathematics it is not enough just to understand the knowledge of mathematics (knowing mathematics science) but also to know of how to teach mathematics with the help of technology (Chai et al., 2016;Koh, Chai, & Lee, 2015).
From this opinion, we as mathematics educators, especially in the technological era, demand that we strive to know and understand technology in mathematics lessons for teachers who teach in elementary schools in China in general and at Changling Xiwang Elementary School in particular. So, the

Research Paradigm
The research paradigm adopted in this study is qualitative research. Qualitative research methods emphasize collecting data about naturally occurring phenomena (Alshenqeeti, 2014;Aspers & Corte, 2019 The ability of mathematics teachers in understanding technology: a) The use of Ms. Office in learning mathematics b) selection and adjustment of technological approach c) technology-based facilities Some of the indicators above will be developed into statement items and measured using a Likert scale. Licket scale starting from; very less = 0; less = 1; enough = 2; good = 3 and very good = 4 .
The survey with a needs assessment questionnaire was processed by calculating the frequency of the alternative answers that had been chosen for each of the questions given for later analysis. Hartati (2010:66) explains that to measure the questionnaire data the following formula is used: P = fn *100% Description: P = percentage number, f = frequency of answers, n = number of respondents. after being analyzed, an interpretation is then carried out using the following percentage categories.

RESULT AND DISCUSSION
The following are the results of the research: the teacher's perception of knowledge about technology, knowledge of the material being taught, and knowledge of technology-based mathematics taught in class. Thus, for a clearer understanding of the teacher's understanding of Technological Mathematical Knowledge, it can be seen in graphs 1, 2 and 3 below.  affect teachers' understanding of the use of technology and student achievement (Ozturk & Bayrak, 2015;Swanson, 2020;Vasquez, 2015).

Teacher's response about Technological Knowledge
The technological knowledge of teachers is measured using an instrument consisting of 8 statements.
As shown in Figure 2, from 24 respondents, the actual average (mean) for all respondents is 3.03. The 346 Journal on Education, Volume 03, No. 04, August 2021, hal. 340-351 standard deviation shows the size of the data variation to the mean (the distance between the data and the mean). The standard deviation for mathematical knowledge is 0.41. This means that the data variance is relatively sufficient so that the standard deviation is smaller than the mean. Figure 3 shows the responses or responses about the knowledge of mathematics material from all teachers who teach mathematics at Changling Xiwang Elementary School. As shown in figure 3, teacher's mathematics knowledge is measured using 5 statement instruments, from 24 respondents the actual average (mean) for all respondents is 3.23. The standard deviation shows the size of the variation of the data to the mean (the distance between the data and the mean). The standard deviation for mathematical knowledge is 0.39. This means that the data variance is relatively sufficient so that the standard deviation value is smaller than the mean. From the teacher's technological mathematical knowledge, it is measured by 6 statement instruments.

Teacher's response about Technological Mathematical Knowledge
As shown in figure 4, from 24 respondents, the actual average (mean) for all respondents is 3.22 The standard deviation shows the size of the variation of the data to the mean (distance from the average data to the mean). The standard deviation for mathematical knowledge is 0.38. This means that the variance of the data is relatively sufficient so that the standard deviation is smaller than the mean.
The results of teachers' perceptions of technological mathematical knowledge are closely related to the results of teachers' perceptions of understanding technology and understanding the material being taught, it is proven that the teacher's lack of ability to use technology makes it difficult for a teacher to teach technology-based material in the classroom.
From the three results above, it is not much different from the observations made by the researchers and not much different from the observations directly observed by the researchers themselves.

CONCLUSION
Based on the results of the research above, it is concluded that the teacher's perception of technological abilities in teaching technology-based mathematics is classified as good category. Perceptions about the ability of mathematics teachers in teaching mathematics material in elementary schools are categorized as a good, while the perception of the ability of mathematics teachers to be assisted by technology in teaching mathematics in class is also in the good category, from these three results indicate that most of the teachers' abilities are quite good. About the use of technology. Therefore, teaching technologyassisted mathematics material is excellent.
In general, the use of technology is quite good, so that the teacher's knowledge of technology knowledge and its use is good. Thus, the research suggests that further researchers can develop technology-based learning media, especially in mathematics, in teaching mathematics material in class. Teachers in this century are advised to keep up with the times that are filled with facilities based on information and communication technology (ICT).

UCAPAN TERIMA KASIH
I thank Changling Xiwang Elementary School for allowing me to take the research sample. I also thank the PhD students, Beijing Normal University, who have helped me to improve the quality of this manuscript. this research was funded by The construction and application of the resource database of "student-based teaching" in general middle schools based on cloud classroom-take the 19th Middle School of Guilin as an example (2020A-10).