Teachers’ Knowledge and Capacity for Using Digital Resources in Mathematics Education

This chapter synthesizes different influential conceptualizations of teacher knowledge and capacity for using digital resources in mathematics education, namely themes and developments of TPACK, instrumental frameworks, the structuring features of classroom practice, and variation theory. The purpose of this contribution is to provide mathematics educators with an overview and synthesis of research results on what’s required to effectively teach mathematics with digital technologies. Accordingly, the mentioned conceptualizations are described and compared, while also providing detailed examples and applications that are introduced and analyzed. Furthermore, as these frameworks (and related streams of research and development) have come about somewhat insularly, with little evidence of contextual knowledge or collaboration across them, this chapter considers potential next steps that connect and/or cut across these four broad frameworks, including research on the role of the context in teaching and learning with digital resources. Ultimately, we seek to catalyze future research and development that uses these currently disparate strands of work collectively to support greater and more effective integration of technology into mathematics teaching and learning