<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="6.x">Drupal-Biblio</source-app><ref-type>10</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Rocha, H.</style></author><author><style face="normal" font="default" size="100%">M. Botelho</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Teachers’ knowledge for teaching Mathematics with technology: an analysis of different frameworks</style></title><secondary-title><style face="normal" font="default" size="100%">INTED - 15th annual International Technology, Education and Development Conference</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2021</style></year></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://library.iated.org/view/ROCHA2021TEA</style></url></web-urls></urls><publisher><style face="normal" font="default" size="100%">IATED</style></publisher><pages><style face="normal" font="default" size="100%">8954-8960</style></pages><abstract><style face="normal" font="default" size="100%">&lt;p&gt;Teacher education is central to promote the development of the professional knowledge of teachers, and&lt;br /&gt;
to help them achieve an appropriate integration of digital technologies, an issue that has proved to be a&lt;br /&gt;
difficult one. Several authors refer difficulties in the integration of the technology, emphasizing the central&lt;br /&gt;
role played by the teachers’ knowledge in classroom use. In this paper we discuss three models (TPACK&lt;br /&gt;
– Technological Pedagogical and Content Knowledge, KTMT – Knowledge for Teaching Mathematics with&lt;br /&gt;
Technology, PTK / MPTK - Mathematical Pedagogical Technology Knowledge), intending to identify the&lt;br /&gt;
main contributions of each model to a deeper understanding of how to promote the teachers’ integration&lt;br /&gt;
of technology in the teaching of Mathematics. The study is based on a literature review and on an analysis&lt;br /&gt;
of the similarities and differences among the models and its use. On this analysis we identify common&lt;br /&gt;
influences among the models as well as influences from other research areas. The main conclusions&lt;br /&gt;
achieved point to a common base to all the models considered, but also to several differences among&lt;br /&gt;
them, being that some of the models emphasize the role of technology and its impact on Mathematics&lt;br /&gt;
learning, but others go further, intending to integrate in the model elements based on the research on&lt;br /&gt;
technology or even other theories such as the one on instrumental genesis.&lt;/p&gt;
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