Gender and regional differences in technological pedagogical readiness among primary mathematics teachers in post-pandemic China

This study aims to investigate gender and regional differences in technological pedagogical readiness (TPR) among primary mathematics teachers in China during the post-pandemic era. Utilizing a web-based questionnaire, data were collected from 601 teachers across six provinces, representing eastern and western regions. The TPR scale, encompassing 11 components, was used to measure teachers' TPR to integrate digital technologies into their teaching practices. Results from the Mann-Whitney U test revealed significant gender differences, with male teachers reporting higher levels of Technological Pedagogical Content Knowledge (TPACK), technological pedagogical knowledge (TPK), technological content knowledge (TCK), and technological knowledge (TK), while female teachers scored higher on students' technology literacy (STL), parental and community involvement (PCI), and educational challenges (EC). This indicates different perspectives and preferences between male and female teachers in TPR. Additionally, regional disparities were observed, with eastern teachers demonstrating significantly greater confidence and capability in technology integration across 11 TPR components compared to their western counterparts. These findings underscore the digital divide in China's primary mathematics education, highlighting the need for targeted professional development and support strategies to address gender-specific needs and regional disparities. The study provides insights for policymakers and educators to enhance TPR and promote equitable technology integration in primary mathematics education.