@proceedings {15296,
	title = {Conceptualiza{\c c}{\~o}es do conhecimento do professor para a integra{\c c}{\~a}o da tecnologia no ensino da matem{\'a}tica},
	journal = {XVI Congresso Internacional Galego-Portugu{\'e}s de Psicopedagogia},
	year = {2021},
	pages = {1413-1425},
	address = {Braga, Portugal},
	abstract = {<p>The potential of technology for teaching and learning mathematics has been widely recognized. However, research has shown that the integration of technology into teaching practice has proved to be difficult, with teachers{\textquoteright} knowledge and professional development being identified as a determinant factor.  Although there tends to be a focus on the teacher{\textquoteright}s knowledge of technology, the literature suggests that attention needs to be given to how to integrate technology into teaching practice, thereby involving other types of knowledge. This awareness has led several authors, inspired by Shulman{\textquoteright}s work, to develop models or conceptualizations of the knowledge required for effective integration of technology.<br />
This study is based on a literature review of the research conducted on the models TPACK - Technological Pedagogical and Content Knowledge, KTMT - Knowledge for Teaching Mathematics with Technology, and PTK/MPTK - Mathematical Pedagogical Technology Knowledge and aims to carry out an analysis of the similarities and differences between the models considered. The main conclusions reached suggest the existence of a common basis for the models considered, but also point to several differences between them, with some highlighting the role of technology and its impact on the teaching and learning process, while others aim to integrate into the model elements based on research on technology or theories related to technology integration, such as instrumental genesis.</p>
},
	url = {https://congreso-xvigp.asocip.com/images/PDF/ATAS_XVI_CIGPP-2021.pdf},
	author = {Botelho, M. C. and Rocha, H.}
}
