https://ojs.bbwpublisher.com/index.php/JCER <p align="justify"><em>Journal of Contemporary Educational Research (JCER)</em>&nbsp;is an international, peer-reviewed and open access journal which promotes the evaluative, integrative, theoretical and methodological research on contemporary education; shape a novel, broader view of issues in contemporary education; enhance the caliber of humanities research through active use of best domestic and foreign practices; and integrate the achievements of various sciences and knowledge areas with unconventional approaches. All relevant papers are carefully considered, vetted by a distinguished team of international experts, and rapidly published. Original articles, short communications, case studies and comprehensive review articles can be submitted online via the journal submission and peer review site.</p> <p align="justify">&nbsp;</p> Bio-Byword Scientific Publishing PTY LTD en-US Journal of Contemporary Educational Research 2208-8466 https://ojs.bbwpublisher.com/index.php/JCER/article/view/10877 <p>Under the background of information technology in education, there is insufficient integration of technological knowledge, pedagogical knowledge, and subject content knowledge in the teaching of propositions in high school mathematics. Teachers mostly equate information technology with multimedia presentations, and students often memorize formulas mechanically, which leads to difficulties in the application of complex propositions. In this study, we take “the cosine formula of the difference between two angles” as an example. Based on the TPACK framework, we use contextual teaching and geometric drawing board demonstration to integrate subject content, pedagogical knowledge, and technological knowledge in teaching design and practice. It is found that by dynamically displaying the derivation process of the formula and guiding students to explore independently, it can help them understand the logic of the formula and improve their application ability. This study provides a paradigm for teaching propositions in high school mathematics and suggests that the TPACK framework can facilitate knowledge integration and cultivate students’ mathematical literacy such as problem posing and creative inquiry, which is of great significance for teaching practice.</p> Jianping Luo Copyright (c) 2025 Author(s) 2025-07-25 2025-07-25 9 7 56 64 10.26689/jcer.v9i7.10877