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Integration of TPACK and SAMR Models: Theoretical-Methodological Articulations for the Use of Technologies in Mathematics Teaching
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This article analyzes the integration of the TPACK (Technological, Pedagogical, and Content Knowledge) and SAMR (Substitution, Augmentation, Modification, and Redefinition) models as a theoretical-methodological framework to guide and evaluate pedagogical practices mediated by digital technologies in Mathematics Education. The articulation between these models allows for an understanding not only of the knowledge necessary for teaching in technological environments but also of the different levels of complexity and innovation that the use of technologies can achieve in teaching proposals. By considering practical application examples, especially with the use of software like GeoGebra, it becomes evident how teachers can transition from initial levels of resource substitution to transformative and innovative pedagogical experiences. Furthermore, the fundamental role of teacher training in promoting intentional and reflective practices that critically leverage the potential of digital technologies is highlighted potential of Digital Information and Communication Technologies (DICT). It is concluded that the integration of the TPACK and SAMR models expands the possibilities for planning, implementing, and evaluating more meaningful pedagogical practices, contributing to the development of teaching competencies aligned with the contemporary demands of Mathematical Education, fostering more creative, collaborative, and technologically mediated learning.
Descrição
Palavras-chave
Mathematical Education TPACK SAMR Digital Technologies Teacher Training
Contexto Educativo
Citação
Abar, C. A. A. P., & Almeida, M. V. D. (2025). Integration of TPACK and SAMR Models: Theoretical-Methodological Articulations for the Use of Technologies in Mathematics Teaching. Journal of Technologies Information and Communication, 5(1), 36292. https://doi.org/10.55267/rtic/16668
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IADITI Editions