Abstract

This article proposes a process for designing and organizing instruction on the area and volume of selected solids based on the Technological Pedagogical Content Knowledge (TPACK) model. The study emphasizes the coordinated integration of technological, pedagogical, and content knowledge to create a visual learning environment that supports students’ effective acquisition of spatial geometry concepts. The instructional process is designed to develop students’ competence in using mathematical tools and learning aids through experiential, exploratory, and digitally simulated activities. The findings indicate that students gained a deeper understanding of the underlying principles of geometric formulas and gradually developed spatial reasoning and the ability to use technology to solve practical problems. The article demonstrates the effectiveness of the TPACK model and proposes an instructional process that supports teachers in proactively integrating technology in response to the requirements of digital transformation.

Keywords: Area and volume of solids, fifth-grade students, mathematics teaching, mathematical tools and learning aids, TPACK.