Rocha, Helena2025-09-032025-09-032025-04-03Rocha, 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.2025.24834880020-739X1464-5211http://hdl.handle.net/10400.12/13587The 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 conceivedengThe 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 reviewwe identified three knowledge models often used: TPACKKTMT 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 contraryit 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 modelsbut it alsomakes explicit the differencesmostly related to the understandingof the domains or even to the domains consideredand also to theway how the knowledge’s development is conceivedjournal article10.1080/0020739x.2025.2483488