The integration of digital technology to promote mathematical learning remains challenging for teachers. The continuous difficulty in fully achieving technology’s potential highlights the need to further examine and develop models addressing teachers’ knowledge in relation to technology. In this Research Forum, we analyse
existing technology-related knowledge models, exploring similarities and differences. We also consider how these models have been used in research, highlighting tensions driven by emerging technologies, and resulting extensions of the models. Finally, we discuss possible integrations across frameworks and the potential to include
dimensions beyond knowledge. This discussion aims to deepen understanding of current models and suggest directions and a research agenda for future development.