Decodificando por meio de narrativas o desenvolvimento do TPACK dos docentes de matemática

Abstract

This study aims to describe and validate the level of TPACK (Technological Pedagogical Content Knowledge) among mathematics teachers in Primary Education, based on their professional experiences and initial and continued training. The narratives of seven teachers from two public schools were analyzed. The purpose of this qualitative and narrative research is to explore the origins of Pedagogical Content Knowledge (PCK) and Technological Pedagogical Content Knowledge (TPACK) and justify their use as tools for analyzing educational practice. To achieve this, semi-structured interviews were conducted via Google Meet and an online questionnaire was administered. The analysis suggests that successful integration of digital technologies in Mathematics teaching and learning requires more than just technological skills. Teachers must possess a range of knowledge and skills to effectively use these tools in