Enacted technological pedagogical content knowledge of preservice mathematics teachers in addressing misconceptions in three dimensional geometry

Persistent misconceptions in three-dimensional (3D) geometry—such as misunderstandings of volume, surface area, nets, and spatial visualization—demand teachers’ ability to integrate content, pedagogy, and technology. This study examines how preservice mathematics teachers (PMTs) enact Technological Pedagogical Content Knowledge (TPACK) when addressing 3D geometry misconceptions through vignette-based tasks embedded in the Concrete–Representational–Abstract (CRA) model. Using a qualitative descriptive design, ten PMTs from an Indonesian university completed five validated vignette tasks representing common misconceptions. Data were analyzed thematically with a TPACK–CRA coding framework. Findings identified three levels of enactment. High-level responses demonstrated coherent CK–PK–TK integration, full CRA sequencing, and purposeful use of digital tools (GeoGebra s3D, AR, Cabri 3D). Moderate-level r esponses showed strong CK–PK reasoning but limited technology use and partial CRA application. Low-level responses reflected fragmented knowledge, procedural remediation, and minimal technology or CRA integration. High enactments highlighted transformative knowledge-in-use and pedagogical noticing, whereas moderate and low enactments revealed persistent challenges in linking technology to pedagogy and supporting conceptual change. The study contributes theoretically by embedding CRA within TPACK, offering a dynamic model of enacted instructional reasoning; methodologically by advancing vignette–CRA tasks as diagnostic and developmental tools; and practically by proposing differentiated pathways for preservice teacher education. Although limited by sample size and reliance on written responses, the study underscores the potential of vignette-based CRA tasks as scalable instruments to strengthen adaptive, technology-enhanced pedagogy in mathematics teacher education.