Mathematics teachers’ knowledge in the use of digital technologies for teaching: Insights from the TPCSK instrument

This document analyzes the knowledge of teachers who use digital technologies for mathematics instruction through an instrument called Technological Pedagogical Content Specialized Knowledge (TPCSK) combining open-ended questions and a self-perception scale. The results are based on a case study involving ten teachers from different educational levels participated, and they produced a detailed characterization of teachers’ knowledge, highlighting a strong alignment between self-perception scores and narrative evidence. The instrument's categories enabled a fine-grained, detailed, and robust analysis of teacher knowledge, distinguishing their understanding of technological tools, their grasp of the disciplinary potential of digital technologies in specific mathematical content, their ability to integrate them into classroom strategies, and their simultaneous articulation of mathematical, technological, and pedagogical knowledge when designing authentic tasks for teaching. In conclusion, this approach allows for the precise identification of the specific types of knowledge a teacher must master before representing mathematical content with digital technologies, as well as the pedagogical strategies that facilitate such representations and instruction in technology-mediated contexts.