@proceedings {14922, title = {Teachers{\textquoteright} knowledge for teaching Mathematics with technology: an analysis of different frameworks}, journal = {INTED - 15th annual International Technology, Education and Development Conference}, year = {2021}, pages = {8954-8960}, publisher = {IATED}, abstract = {

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{\textquoteright} knowledge in classroom use. In this paper we discuss three models (TPACK
{\textendash} Technological Pedagogical and Content Knowledge, KTMT {\textendash} Knowledge for Teaching Mathematics with
Technology, PTK / MPTK - Mathematical Pedagogical Technology Knowledge), intending to identify the
main contributions of each model to a deeper understanding of how to promote the teachers{\textquoteright} integration
of technology in the teaching of Mathematics. The study is based on a literature review 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.

}, url = {https://library.iated.org/view/ROCHA2021TEA}, author = {Rocha, H. and M. Botelho} }