ICT standards for teachers: Toward a frame defining mathematics teachers’ digital knowledge

Michal Tabach, Jana Trgalová

Research output: Chapter in Book/Report/Conference proceedingConference contributionpeer-review


A literature review on teacher education toward the use of technology in mathematics classes we have conducted recently points out a disappointment with the outcomes of most of the teacher education initiatives. A gap between the teachers’ needs and the teacher education programs appears as the main reason. This consideration led us to search for international and national standards specifying knowledge and skills mathematics teachers need for an efficient use of technology. Most of the standards that we analyzed are neither subject matter, nor school level specific. In this contribution, we propose a framework that we have elaborated aiming at defining this knowledge and skills. We report the process of elaboration of this framework, which stands for its rationale. Keywords: ICT standards; Mathematics teachers’ digital knowledge; Mathematical knowledge for teaching; Double instrumental genesis
Original languageAmerican English
Title of host publicationProceedings of the Fifth ERME Topic Conference (ETC 5) on Mathematics Education in the Digital Age (MEDA) 5-7 September 2018, Copenhagen, Denmark
EditorsHans-Georg Weigand, Alison Clark-Wilson, Ana Donevska-Todorova, Eleonora Faggiano, Niels Grønbæk, Jana Trgalova
Place of PublicationCopenhagen, Denmark
PublisherUniversity of Copenhagen
ISBN (Print)978-87-7078-798-7
StatePublished - 2018
EventFifth ERME TOPIC CONFERENCE (ETC 5) - University of Copenhagen, Copenhagen, Denmark
Duration: 5 Sep 20187 Sep 2018


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