Technological skills in the teaching of mathematics in the basic school cycle

Abstract

The general objective of this study was to investigate the technological competencies necessary to improve the teaching of mathematics in the basic school cycle, identifying existing gaps and proposing strategies for their effective integration. A quantitative methodology was used, based on surveys of 56 teachers, complemented with exploratory factor analysis and correlations to validate the instrument and evaluate the relationships between the dimensions of the TPACK model: technological knowledge (TK), pedagogical knowledge (PK) and content knowledge (CK). The results showed that Pedagogical Knowledge (PK) is the strongest dimension, with high factor loadings and significant correlations with TK (Rho = 0.772) and CK (Rho = 0.836). However, variations were identified in the TK domain, reflecting challenges in the technological integration in the classrooms. In addition, it was found that teacher training and access to technological infrastructure are key factors to close gaps and improve pedagogical practice. In conclusion, the TPACK model proved to be effective in structuring technological competencies in mathematics teaching, highlighting the importance of PK as a central axis for successful technological integration. It is recommended to strengthen teacher training and ensure technological equity in schools.