“Mathematical digital competencies for teaching” from a networking of theories perspective

ORCID
0000-0002-6360-0316
Affiliation
UCL Institute of Education, University College London
Geraniou, Eirini;
VIAF
117149066607665602214
ORCID
0000-0002-4089-0242
Affiliation
Danish School of Education, Aarhus University
Jankvist, Uffe Thomas
Often mathematics teachers are reluctant to use even free digital tools, such as GeoGebra and Scratch, due to their lack of insight and conviction about how tools impact learning, but also other contextual and personal factors, involving their own digital competencies and confidence in their technological pedagogical knowledge. In this paper, we take a theoretical look at four frameworks regarding teachers’ mathematical, pedagogical and technological knowledge and competencies and discuss the potentials of networking these four theoretical frameworks, namely KOM, MKT, TPACK and instrumental orchestration. We use this networking of theories as a basis for coining the notion of teachers’ mathematical digital competencies when teaching mathematics.

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