Helena Rocha

The integration of digital technology to promote mathematical learning remains challenging for teachers. The continuous difficulty in fully achieving technology’s potential highlights the need to further examine and develop models addressing teachers’ knowledge in relation to technology. In this Research Forum, we analyse existing technology-related knowledge models, exploring similarities and differences. We also consider how these models have been used in research, highlighting tensions driven by emerging technologies, and resulting extensions of the models. Finally, we discuss possible integrations across frameworks and the potential to include dimensions beyond knowledge. This discussion aims to deepen understanding of current models and suggest directions and a research agenda for future development.

This chapter aims to make more explicit the grounded or ‘pragmatic theories’ that inform the design of mathematics teachers’ professional development (PD) to exploit technological affordances. It uses aspects of some representative projects that took place in four countries (Colombia, Italy, Mexico, and Portugal) to illustrate lessons learned (e.g., similarities and differences, barriers and opportunities) and provide important insights to inform future PD implementations. To do this, we have identified a set of aspects (and sub-aspects) that emerged in relation to five major themes and reveal our ‘pragmatic theories’ alongside a consideration of the interconnections between these aspects. Our contribution offers a methodological frame to support future PD designs for teachers of mathematics concerning digital technology uses.