Technological pedagogical mathematics knowledge of revealed by teachers when reporting their practices

Abstract

This article investigates the development levels of the Technological Pedagogical Content Knowledge - TPACK of Mathematics teachers - Mathematics TPACK. Data collection covers two stages: i) questionnaires answered by fifteen Mathematics teachers of Basic Education; ii) focus group performed with five other Mathematics teachers in the context of the study group. Results of a quantitative analysis with interpretative approach revels discrepancies among the levels of Mathematics TPACK presented by the teachers, when they explicit their reasons to use technologies and when report their practices. They are seated mainly in the confusion about the technology concept, in the unfounded enchantment by it and on the (un)comprehension of didactic and pedagogical aspects inherent to the integration of technology to the Mathematics teaching. The study suggests, thereunto, that training processes problematize and clarify why, what for and how a particular technology can collaborate to students' mathematical learning