DOI: 10.4018/IJMBL.2019070101 International Journal of Mobile and Blended Learning Volume 11 • Issue 3 • July-September 2019 Copyright © 2019, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. 1 Enhancing In-Service Primary Teachers’ Technological, Pedagogical and Content Knowledge on Mobile Mathematics Learning Loucas Fl. Tsouccas, European University Cyprus, Engomi, Cyprus Maria Meletiou-Mavrotheris, European University Cyprus, Engomi, Cyprus ABSTRACT This article reports on the main insights from a study aimed at equipping a group of in-service teachers with the knowledge, skills, and practical experience required to effectively integrate tablet devices within the mathematics curriculum. A professional development program focused on mobile mathematics learning and based on the Technological Pedagogical and Content Knowledge (TPACK) framework was designed and implemented in Cyprus. Six primary school teachers participated in the program. Participants experimented with different ways in which coding apps, and other types of constructivist mobile applications could help students internalize key mathematical concepts across the primary curriculum. They also worked together to develop and/or deliver instructional interventions integrating the use of mobile devices. Findings indicate a positive impact on in-service teachers’ perceptions regarding mobile-enhanced mathematics, and on their competence in productively utilizing mobile apps as an instructional tool. KEywoRdS Coding Apps, Mathematics Education, Mobile Learning, Mobile Mathematics Learning, Mobile Technologies, Primary School, Tablets, TPACK INTRodUCTIoN Since the introduction of the iPad in 2010, there has been a rapid adoption of tablet devices in educational institutions worldwide. The hegemony and dominance of fixed personal computers is diminishing quickly, making way for a variety of flexible, ubiquitous alternatives that have enormous implications for learning, within both formal and informal settings (Burden et al., 2012). We are in the midst of the timeframe where tablets and smartphones are becoming standard learning tools, and adopting mobile devices in the classroom and beyond is becoming essential. Mobile mathematics learning – which studies the ways in which the mobility of learners, augmented by suitable handheld devices, can contribute to the process of gaining new scientific knowledge, skills and experiences – has become a cutting-edge research area that has lately attracted considerable attention from the mathematics education community. Despite the increased interest in mobile devices as learning tools, the amount of available primary research studies on their integration into mathematics teaching and learning is still relatively small due to the novelty of these technologies. More research is needed to determine the best ways of utilizing