1 Universidade NOVA de Lisboa (PORTUGAL)
2 Externato de São José, Lisboa (PORTUGAL)
About this paper:
Appears in: INTED2021 Proceedings
Publication year: 2021
Pages: 8954-8960
ISBN: 978-84-09-27666-0
ISSN: 2340-1079
doi: 10.21125/inted.2021.1872
Conference name: 15th International Technology, Education and Development Conference
Dates: 8-9 March, 2021
Location: Online Conference
The need to develop students’ twenty-first century skills has been justified by the need to respond to the diverse societal problems that are emerging as a result of the rapid changes in our world. We are facing large scale poverty, increasingly virulent communicable diseases, climate change, food and water shortages, and mass migration. All these problems point to the need for several changes in our society and, consequently, in our schools, emphasizing the relevance of teachers’ professional development.

The potential of the technology for the teaching and learning of mathematics is widely acknowledged. And teacher education is central to promote the development of the professional knowledge of teachers, and to help them achieve an appropriate integration of digital technologies, an issue that has proved to be a difficult one. Several authors refer difficulties in the integration of the technology, emphasizing the central role played by the teachers’ knowledge in classroom use. The search for a better understanding about the characteristics of this knowledge has led to the development of several models of teachers’ knowledge with a focus on technology integration.

In this communication we discuss some of these models (e.g., TPACK – Technological Pedagogical and Content Knowledge [1], KTMT – Knowledge for Teaching Mathematics with Technology [2], PTK - Pedagogical Technology Knowledge [3], MPTK - Mathematical Pedagogical Technology Knowledge [4]), intending to identify the main contributions of each model to a deeper understanding of how to promote the teachers’ integration of technology in the teaching of Mathematics.

Our study is based on a literature review about recent studies using knowledge models as an important part of their framework, and on an analysis of the similarities and differences among the models and its use. On this analysis we identify common influences among the models as well as influences from other research areas.

The main conclusions achieved point to a common base to all the models considered, but also to several differences among them, being that some of the models emphasize the role of technology and its impact on Mathematics learning, but others go further, intending to integrate in the model elements based on the research on technology or even other theories such as the one on instrumental genesis.

[1] P. Mishra, and M. Koehler, “Technological pedagogical content knowledge: a framework for teacher knowledge”, Teachers College Record, vol. 108, n.º 6, pp. 1017-1054, 2006.
[2] H. Rocha, "Using tasks to develop pre-service teachers’ knowledge for teaching mathematics with digital technology", ZDM Mathematics Education, vol. 52, n.º 7, pp. 1381-1396, 2020.
[3] M. O. J Thomas, and Y. Y. Hong, “Teacher integration of technology into mathematics learning”, International Journal for Technology in Mathematics Education, vol. 20, n.º 2, pp. 69–84, 2012.
[4] A. Clark-Wilson, and C. Hoyles, “A research-informed web-based professional development toolkit to support technology-enhanced mathematics teaching at scale”, Educational Studies in Mathematics, vol. 102, n.º 3, pp. 343–359, 2019
Teacher knowledge, technology, Mathematics.