Theoretical Frameworks for Mathematics Teacher’s Professional Development with Technology

A Narrative Review

Datos Bibliográficos

ID22048758
AutoresCaterina Bassi (Politecnico di Milano)
Año2025
Volumen15
Número9
Páginas1231
Fecha de publicación2025-09-16
Open AccessSí
TipoARTICLE
RevistaEducation Sciences (JOURNAL)
Identificadores de la revistaISSN: 2227-7102 • E-ISSN: 2227-7102
EditorialMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci15091231
IdiomaEN
Citas recibidas1
Referencias citadas37

Integrating digital technologies into mathematics teaching remains a complex task for teachers, despite its recognized potential to enhance learning. Research on teacher professional development (TPD) for integrating technology in the mathematics classroom is therefore essential to inform the design of effective TPD programs. This narrative review aims to support researchers by providing an overview of theoretical frameworks employed in the literature on TPD for teaching mathematics with technology. Specifically, we address the following research questions: what theoretical frameworks are employed in research that focuses on TPD for teaching mathematics with technology? In what ways are these theoretical frameworks used? Drawing from a set of studies identified in a recent systematic review, we identify ten theoretical frameworks and classify their use into three categories: design tools, analytical tools, and instructional tools. While most frameworks are used to inform TPD design and data analysis, their use as reflective tools with teachers is less common. This review contributes to clarifying the role of theoretical frameworks in the field and suggests future research directions, including the exploration of their metacognitive potential in TPD settings and the comparison of multiple frameworks through networking

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