@proceedings {16694,
	title = {The use of the TPACK framework on research about teachers{\textquoteright} knowledge to teach with digital technology},
	journal = {MEDA {\textendash} Mathematics Education at the Digital Age},
	year = {2024},
	pages = {359-366},
	publisher = {ERME},
	address = {Bari, Italy},
	abstract = {<p>The potential of digital technologies for teaching and learning mathematics is widely recognized and teachers{\textquoteright} knowledge is one of the elements impacting their integration. Several authors have intended to characterize the teachers{\textquoteright} knowledge required and developed several models, being TPACK one of these models. In this study, we seek to conduct a systematic review of the research on the integration of digital technologies by mathematics teachers based on the TPACK model. Specifically, we intend to answer the following research questions: (1) What are the main methodological options adopted? (2) How is the framework operationalized/used in the studies? The review was based on a search in the Scopus database and resulted in the identification of 10 relevant documents. The analysis suggests a prevalence of qualitative approaches, but a strong use of questionnaires; and an integration of the model with other frameworks, namely the developmental model of TPACK.</p>
},
	url = {https://community.ict.uniba.it/comunicazionedigitale/it/fuori-collana/meda4-proceedings-30.pdf},
	attachments = {https://docentes.fct.unl.pt/sites/default/files/hcr/files/2024_meda_rocha.pdf},
	author = {Rocha, H.}
}
