Using the TPACK model for the evaluation of tasks that integrate technological support to the learning of Mathematics

Melissa Meier (1) , Hélia Oliveira (2)

1 Instituto Federal Catarinense, Camboriú Campus
2 Universidade de Lisboa, Instituto de Educação

The present study´s main goal is to analyze the potential of the theoretical model of Development of TPACK in Teacher Education to understand what knowledge prospective mathematics teachers (PTs) have, and what they need to develop for the integration of technologies in planning digital materials for mathematics teaching, more specifically in the elaboration of tasks that integrate technological support to learning. The study was carried out within the didactic component of a master's degree in mathematics teaching. The data analysis focuses on the digital materials elaborated by the PTs and their individual reflections about the process. The results show both the pertinence and the limitation of the use of TPACK to evaluate these materials. Thus, there is a need to develop a specific model that considers the teaching action's particularity when times and spaces are flexible.

Keywords: Technology Uses in Education; TPACK; Mathematics Teacher Education; Instructional Material Evaluation; Mathematics Tasks

Domains: Mathematics [math]

Melissa Meier, Hélia Oliveira. Using the TPACK model for the evaluation of tasks that integrate technological support to the learning of Mathematics. Twelfth Congress of the European Society for Research in Mathematics Education (CERME12), Feb 2022, Bozen-Bolzano, Italy. ⟨hal-04041728⟩