Resumen

CENICH, Gabriela; ARAUJO, Sonia  y  SANTOS, Graciela. Technological pedagogical content knowledge in teaching of mathematics in the last year of high school. Perfiles educativos [online]. 2020, vol.42, n.167, pp.53-67.  Epub 30-Abr-2020. ISSN 0185-2698.  https://doi.org/10.22201/iisue.24486167e.2019.167.59276.

This article aims to present the particularities of teaching practices employed by high school mathematics teachers when using digital technology in the classroom. The qualitative investigation was conducted by means of interviews with a sample of 14 high school mathematics teachers in Argentina. Technological Pedagogical Content Knowledge (TPACK) is proposed as an analytical tool to establish relationships between technological, pedagogical, and content knowledge to characterize teachers’ use of technology in their teaching practice. The results indicate that the majority make limited use of technology, in the context of traditional teaching. Of special interest are the practices used by two teachers which foster a significant interweaving of technology, didactics, and specific knowledge. The results constitute a potential input for teacher training with technology.

Palabras llave : Teaching of mathematics; Teacher training; Qualitative investigation; New technologies; High school.

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