Mathematics Teachers’ Knowledge for Teaching with Digital Technologies: A Systematic Review of Studies from 2010 to 2025

This systematic review examines mathematics teachers’ knowledge for teaching using digital technologies (DTs), understood as the intersection of disciplinary, pedagogical, and technological domains that teachers mobilize when designing, implementing, and assessing mathematics lessons. In this study, DTs refer to the digital hardware, software, and online environments used to represent, simulate, or analyze mathematical ideas (e.g., GeoGebra, Tinkerplots, spreadsheets, CAS tools, and learning management systems). We analyzed 50 peer-reviewed journal articles published between January 2010 and April 2025, retrieved from Web of Science, Scopus, ERIC, and Scielo. ResearchGate was consulted only as a supplementary repository to access the full texts already identified in the indexed databases. These articles were analyzed according to predefined analytical categories, including research themes, country of origin, and the digital technologies addressed in each study, allowing for cross-comparisons across theoretical frameworks and methodological approaches. The results reveal a strong interest in this topic in countries such as Turkey, the United States, Mexico, Indonesia, and Spain, with the participation of in-service mathematics teachers at the primary, secondary, and university levels, as well as preservice teachers. The most frequently studied themes in the past five years regarding teacher knowledge include teacher education through digital technologies, the analysis of lesson planning and tasks designed by teachers using DTs, and the assessment of their knowledge through self-perception questionnaires. The review concludes that only a few of the analyzed studies qualitatively examined teacher knowledge when using digital technologies, particularly those that employed non-participant observation, audio and/or video recordings, and semi-structured interviews.