Teach Mathematics with ICT

Abstract

The integration of technology in the teaching/learning process hasn’t brought great success to education because it was found that the equipment of schools with educational tools is not a solution in itself. It is necessary to reflect about this integration, emerging a theoretical model that links three components (pedagogy, technology and content) to the context in which it is inserted. In the particular case of Mathematics, this reference is called Mathematics TPACK and is developed around four major areas: designing and developing digital-age learning environments and experiences; teaching, learning and the mathematics curriculum; assessment and evaluation; productivity and professional practice. However, there isn’t an immediate acquisition of TPACK by Mathematics teachers; they need to go through a five step process to face the final decision to accept or reject a particular technology for Mathematics teaching.