Digital technologies and mathematics teaching: An analysis of teacher professional knowledge

Bárbara Silva Gumiero; Vinícius Pazuch

doi:10.29333/pr/14342

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Bárbara Silva Gumiero ¹ ^* , Vinícius Pazuch ¹

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¹ Federal University of ABC, São Paulo, BRAZIL^* Corresponding Author

Abstract

Professional teaching knowledge interferes with the planning and development of classes, which also relates to integrating digital technologies in the classroom. This study aimed to understand and discuss teachers’ professional knowledge for teaching mathematics with digital technologies. The methodology of this systematic literature review was composed of selecting 42 scientific articles in the ERIC, Latindex, Scopus, Scielo, and Web of Science databases and vertical and horizontal analyses of the indicated studies. The results suggest that the studies have similar structures with similar theoretical frameworks, objectives, and methodological procedures, identifying and classifying teacher professional knowledge based on knowledge achieved or that still needs to be developed. The teachers mobilize their knowledge by recognizing the potential of digital technologies for teaching mathematics critically and reflectively.

Keywords

teacher professional development
systematic literature review
mathematical knowledge
technological knowledge

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Review Article

PEDAGOGICAL RES, 2024, Volume 9, Issue 2, Article No: em0200

https://doi.org/10.29333/pr/14342

Publication date: 01 Apr 2024

Online publication date: 08 Mar 2024

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APA

Gumiero, B. S., & Pazuch, V. (2024). Digital technologies and mathematics teaching: An analysis of teacher professional knowledge. Pedagogical Research, 9(2), em0200. https://doi.org/10.29333/pr/14342

Vancouver

Gumiero BS, Pazuch V. Digital technologies and mathematics teaching: An analysis of teacher professional knowledge. PEDAGOGICAL RES. 2024;9(2):em0200. https://doi.org/10.29333/pr/14342

AMA

Gumiero BS, Pazuch V. Digital technologies and mathematics teaching: An analysis of teacher professional knowledge. PEDAGOGICAL RES. 2024;9(2), em0200. https://doi.org/10.29333/pr/14342

Chicago

Gumiero, Bárbara Silva, and Vinícius Pazuch. "Digital technologies and mathematics teaching: An analysis of teacher professional knowledge". Pedagogical Research 2024 9 no. 2 (2024): em0200. https://doi.org/10.29333/pr/14342

Harvard

Gumiero, B. S., and Pazuch, V. (2024). Digital technologies and mathematics teaching: An analysis of teacher professional knowledge. Pedagogical Research, 9(2), em0200. https://doi.org/10.29333/pr/14342

MLA

Gumiero, Bárbara Silva et al. "Digital technologies and mathematics teaching: An analysis of teacher professional knowledge". Pedagogical Research, vol. 9, no. 2, 2024, em0200. https://doi.org/10.29333/pr/14342