The Knowledge and Skills that Mathematics Teachers Need for ICT Integration: The Issue of Standards

Abstract

Our previous analyses of the current state of teacher education pointed to a lack of standards to define the knowledge and skills needed by mathematics teachers to be able to implement digital technology efficiently in their classes. In this chapter, we continue seeking a better understanding of teacher competencies in the context of technology use by analysing a selection of international and national documents in which such standards are stipulated. We analysed these documents through the lens of a theoretical framework that encompasses the pedagogical technological knowledge model and the concept of double instrumental genesis. The analysis shows that despite the critical importance of teacher orientations (values, attitudes and confidence in technology use) and personal instrumental genesis in effective technology use, most of the analysed documents underestimated these factors.