Technological pedagogical content knowledge(TPACK) has been well accepted as a framework tounderstand and describe types of knowledge required byteachers to teach specific content with technology effec-tively. However, limited studies have used the frameworkin analysing the complexity of technology integration inmathematics classrooms. This study investigates, throughexamining critical instructional events, the most influentialTPACK constructs in understanding and shaping teachers’pedagogical practices using digital technology. This casestudy was conducted in an early secondary mathematicsclassroom in Indonesia that used a web-based resource tosupport students’ understanding of fractions. The findingsuggests that the qualitative examination of the fourintersected TPACK constructs assists in understanding thechallenges and the opportunities to teachers when utilisingan exploratory-based technology. It demonstrates that thecombination of pedagogical stances and choice of tech-nology significantly influence the visibility of otherTPACK constructs. Implications of this study include theneed of thoughtful planning prior to using web-based

• Analysing Mathematics Teachers’ TPACK Through Observationof Practice