Knowledge to teach mathematics with technology: The global model

Rocha, Helena

Publication

Knowledge to teach mathematics with technology: The global model

2025-04-03Journal article

datacite.subject.fos	Ciências Sociais::Psicologia
datacite.subject.sdg	04:Educação de Qualidade
dc.contributor.author	Rocha, Helena
dc.date.accessioned	2025-09-03T12:09:07Z
dc.date.available	2025-09-03T12:09:07Z
dc.date.issued	2025-04-03
dc.description.abstract	The teacher’s central role in technology integration and the chal-lenges of that integration emphasise the need for a deeper under-standing about the teacher’s knowledge required to teach with tech-nology. Based on previous work and a systematic literature review,we identified three knowledge models often used: TPACK, KTMT andPTK. The goal of this paper is to discuss the similarities and differencesbetween these knowledge models and present a Global Model. ThisGlobal Model is not a new model. On the contrary, it is a model devel-oped based on the existing models and intending to integrate ina single model the knowledge domains considered in the differentexisting models. The Global Model highlights the common domainsconsidered and the common roots for the three models, but it alsomakes explicit the differences, mostly related to the understandingof the domains or even to the domains considered, and also to theway how the knowledge’s development is conceived	eng
dc.identifier.citation	Rocha, H. (2025). Knowledge to teach mathematics with technology: the Global Model. International Journal of Mathematical Education in Science and Technology, 56(8), 1494–1512. https://doi.org/10.1080/0020739X.2025.2483488
dc.identifier.doi	10.1080/0020739x.2025.2483488
dc.identifier.issn	0020-739X
dc.identifier.issn	1464-5211
dc.identifier.uri	http://hdl.handle.net/10400.12/13587
dc.language.iso	eng
dc.peerreviewed	yes
dc.publisher	Informa UK Limited
dc.relation.hasversion	https://www.tandfonline.com/doi/full/10.1080/0020739X.2025.2483488
dc.relation.ispartof	International Journal of Mathematical Education in Science and Technology
dc.rights.uri	http://creativecommons.org/licenses/by/4.0/
dc.subject	The teacher’s central role in technology integration and the chal-lenges of that integration emphasise the need for a deeper under-standing about the teacher’s knowledge required to teach with tech-nology. Based on previous work and a systematic literature review
dc.subject	we identified three knowledge models often used: TPACK
dc.subject	KTMT andPTK. The goal of this paper is to discuss the similarities and differencesbetween these knowledge models and present a Global Model. ThisGlobal Model is not a new model. On the contrary
dc.subject	it is a model devel-oped based on the existing models and intending to integrate ina single model the knowledge domains considered in the differentexisting models. The Global Model highlights the common domainsconsidered and the common roots for the three models
dc.subject	but it alsomakes explicit the differences
dc.subject	mostly related to the understandingof the domains or even to the domains considered
dc.subject	and also to theway how the knowledge’s development is conceived
dc.title	Knowledge to teach mathematics with technology: The global model	eng
dc.type	journal article
dspace.entity.type	Publication
oaire.citation.endPage	20
oaire.citation.issue	8
oaire.citation.startPage	2
oaire.citation.title	International Journal of Mathematical Education in Science and Technology
oaire.citation.volume	56
oaire.version	http://purl.org/coar/version/c_970fb48d4fbd8a85