越来越多的人开始认识到将技术纳入教育环境是改进教与学技术的一个关键组成 部分。本研究的目的是评估技术教学内容知识(TPACK)对巴基斯坦开伯尔-普赫图赫瓦 省中学数学教师对技术使用态度(ATUT)、技术使用行为意向(BIU)和实际使用技术 (AU)的影响。研究对象为在中学工作的数学教师，他们至少有三年的教学经验，他们 要么熟悉技术，要么在课堂上积极使用技术。 TPACK、ATUT、BIU和AU是使用定量技术评估的主要因素。该方法包括使用结 构化问卷来评估这些变量之间的相关性。为了进行统计分析，使用结构方程建模 (SEM)软件Smart PLS 4。为了确保所使用的测量工具的可靠性和有效性，本研究使用 了描述性统计，检查测量量表，评估收敛效度，内部一致性和判别效度。结果表明， TPACK和ATUT、TPACK和AU、ATUT和BIU、BIU和AU以及ATUT和AU具有明显的 联系。 研究结果表明，在培养对学生和课堂教师都有益的强大环境的过程中，加强教师 在技术领域的能力是必不可少的组成部分。在参与者中，对技术使用的积极态度较为 凸显，这突出了发展良好的TPACK与技术整合的良好结果之间的重要关系。 为了建立对技术的积极态度，该研究强调了对技术、过程和知识(TPACK)有一个 全面掌握的基本需要。很明显，这些态度对数学教育中技术的意图和实际使用都产生 了重大影响。从这项研究中获得的见解为致力于开发全面干预措施的利益相关者提供 了参考价值，这些干预措施鼓励在整个巴基斯坦的教育环境中有效利用技术。研究建 议有必要开发针对性的专业发展计划，以提高教育者的TPACK和促进技术在数学教育 中的有效使用。本研究通过对技术、过程和知识的动态(TPACK)及其对巴基斯坦教育 系统中技术整合的影响提供有价值的见解，对现有的知识体系做出了贡献。

A growing number of people are coming to the realization that the incorporation of technology into educational settings is a crucial component for improving the techniques of teaching and learning. The purpose of this research is to evaluate the impact that Technological Pedagogical Content Knowledge (TPACK) has on the attitudes of secondary school mathematics teachers in Khyber Pakhtunkhwa, Pakistan, toward the use of technology (ATUT), behavioral intentions to use technology (BIU), and actual use of technology (AU). The group that is being targeted consists of mathematics Teachers working in secondary schools who have at least three years of teaching experience and who are either acquainted with technology or actively use it in their classes. TPACK, ATUT, BIU, and AU were the major factors that were evaluated using a quantitative technique. This methodology included the use of a structured questionnaire to evaluate the correlations between these variables. For the purpose of conducting the statistical analysis, the Structural Equation Modeling (SEM) software Smart PLS 4 was used. For the purpose of ensuring the reliability and validity of the measuring instruments that were used, this included the utilization of descriptive statistics, the examination of measurement scales, and evaluations of convergent validity, internal consistency, and discriminant validity. TPACK and ATUT, TPACK and AU, ATUT and BIU, BIU and AU, and ATUT and AU were shown to have substantial connections, according to the results. In light of these findings, it is clear that strengthening teacher abilities in technology areas is an essential component in the process of cultivating a strong environment that is beneficial to both students and classroom Teachers. Among the participants, there was a notable prevalence of a positive attitude toward the use of technology, which highlights the crucial relationship between well-developed TPACK and favorable results in technological integration.  For the purpose of creating positive attitudes toward technology, the study highlights the fundamental need for a thorough grasp of technology, processes, and knowledge (TPACK). It is clear that these attitudes have a substantial impact on both the intentions and the actual use of technology in mathematics education. The insights that were obtained from this research provide strategic benefits to stakeholders who are working towards the development of comprehensive interventions that encourage the efficient use of technology in educational settings all throughout Pakistan. It is suggested that there is a need for targeted professional development programs to enhance teachers' TPACK and facilitate the effective use of technology in mathematics education. This research makes a contribution to the existing body of knowledge by providing valuable insights into the dynamics of technology, process, and knowledge (TPACK) and its impact on the integration of technology in Pakistan's education system