The use of the TPACK framework on research about teachers’ knowledge to teach with digital technology
- Citation:
- Rocha, H. The use of the TPACK framework on research about teachers’ knowledge to teach with digital technology. MEDA – Mathematics Education at the Digital Age. Bari, Italy: ERME, 2024.
Abstract:
The potential of digital technologies for teaching and learning mathematics is widely recognized and teachers’ knowledge is one of the elements impacting their integration. Several authors have intended to characterize the teachers’ 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.
