IMPACT ON PEDAGOGICAL KNOWLEDGE WHEN MATHEMATICS TEACHERS UTILIZE ICT IN INSTRUCTION
Authors: Montaño José Francisco Amador , Granada José Rodrigo González 
Published: January 2025

Employing qualitative methodology, the research investigates the influence of ICT tools on mathematics teachers' pedagogical knowledge through collective case study analysis of transformational episodes, characterized by the choice and use of examples, educational material utilization, selection and application of representations, and explanation of procedures, guided by Rowland's framework. The investigation entails video-recorded observations of six mathematics educators who designed and executed classes utilizing digital tools, particularly GeoGebra. The analysis of transformational episodes underscores shared instructional practices among educators when integrating digital tools within classroom contexts. It delves into educators' strategies for employing examples, diverse representations, and educational resources. In terms of impact, the study reveals a spectrum of competencies and innovative pedagogical approaches, beginning with the creation of digital educational content. This process encompasses lesson planning, and student engagement considerations, and extends to bridging technical program representations, mathematical renderings, geometrical illustrations, and verbal elucidations. Key results include twelve observed classes involving six instructors, spanning eight topics, and employing five technological resources. Prevalent employment of GeoGebra among educators for instructional purposes. Notably, the majority of episodes encompass the "Choice and Use of Examples," followed by the utilization of educational materials. Despite their significance, the "Explanation of Procedures" episodes exhibit relatively fewer instances. In summary and discussions, episodes showcasing educational materials reveal educators' ability to tap into students' existing knowledge, assuming the role of learning facilitators. Instances of choosing and using examples illuminate educators' adept integration of technological tools to elucidate theories, problem-solving techniques, and student comprehension assessment. Explorations into mathematical procedure explanations underscore Excel's versatility, enabling reflection and concept generalization. Episodes centered around representation choices demonstrate an expanded mathematical vocabulary and heightened classroom dynamism. Regarding student engagement, the integration of ICT tools empowers students' interaction, fostering a dynamic classroom environment characterized by active inquiry and enhanced mathematical expression. The provision of digital resources facilitates autonomous learning experiences across diverse devices. Regarding educators' technological and pedagogical acumen, educators effectively integrate ICT-mediated learning activities into heuristic problem-solving experiences, fostering a transformative classroom setting. Educators adeptly utilize examples and educational materials, construct purposeful learning activities, and gauge student progress through interactive engagement. Teachers skillfully navigate technical problem-solving to enhance explanations through simulations. These episodes exemplify educators' prowess in forging connections between programmatic representations, mathematical concepts, and verbal explanations, utilizing digital tools to support active learning experiences and content exploration.