The emergence of generative artificial intelligence (GenAI) has significantly transformed educational discourse, particularly within mathematics teacher education. While the Technological Pedagogical Content Knowledge (TPACK) framework remains influential in explaining technology integration, contemporary AI-mediated learning environments demand broader pedagogical and epistemic considerations. Existing AI-TPACK models largely emphasize technological efficiency, instructional automation, and digital competence, yet inadequately address critical concerns such as cognitive dependency, epistemic trust, reflective pedagogical judgment, ethical mediation, and preservation of authentic mathematical reasoning. Mathematics learning, rooted in abstraction, conceptual reasoning, metacognition, and logical coherence, becomes especially vulnerable in AI-mediated classrooms where algorithmic outputs may replace productive cognitive engagement. This conceptual paper proposes a novel Humanistic-Epistemic Technological Pedagogical Content Knowledge (HE-TPACK) framework that extends traditional TPACK through four interconnected dimensions: Epistemic Awareness, Reflective Pedagogical Agency, Cognitive Integrity, and Ethical-Affective Mediation. Drawing upon TPACK theory, social constructivism, epistemic cognition theory, critical digital pedagogy, and human-AI collaboration discourse, the framework reconceptualizes mathematics teacher education for the generative AI era. The paper critically examines the limitations of current AI-TPACK approaches, discusses the risks of cognitive outsourcing and algorithmic dependency in mathematics learning, and argues for a transition from techno-centric integration toward human-centered AI pedagogical orchestration. The HE-TPACK framework provides a theoretical foundation for redesigning mathematics teacher education programs capable of preserving conceptual understanding, ethical responsibility, pedagogical autonomy, and authentic mathematical cognition within increasingly intelligent educational ecosystems.
Humanistic-Epistemic TPACK, AI-TPACK, Mathematics Teacher Education, Generative Artificial Intelligence, Epistemic Pedagogy, Cognitive Integrity, Ethical AI in Education
International Journal of Trend in Scientific Research and Development - IJTSRD having
online ISSN 2456-6470. IJTSRD is a leading Open Access, Peer-Reviewed International
Journal which provides rapid publication of your research articles and aims to promote
the theory and practice along with knowledge sharing between researchers, developers,
engineers, students, and practitioners working in and around the world in many areas
like Sciences, Technology, Innovation, Engineering, Agriculture, Management and
many more and it is recommended by all Universities, review articles and short communications
in all subjects. IJTSRD running an International Journal who are proving quality
publication of peer reviewed and refereed international journals from diverse fields
that emphasizes new research, development and their applications. IJTSRD provides
an online access to exchange your research work, technical notes & surveying results
among professionals throughout the world in e-journals. IJTSRD is a fastest growing
and dynamic professional organization. The aim of this organization is to provide
access not only to world class research resources, but through its professionals
aim to bring in a significant transformation in the real of open access journals
and online publishing.