Integration of Digital Technologies in Mathematics Teacher Education: The Reconstruction Process of Previous Trigonometrical Knowledge

This chapter presents an analysis of two case studies of use of technology in prospective and inservice teachers’ education. Both cases derive from researches supervised by the authors. The purpose of this chapter is both to discuss and analyze the process of teachers’ education focused on the integration of technological resources, and to understand how the reconstruction of previous trigonometric concepts occurs within groups of teachers. In addition, Mishra and Khoeler on the integrative perspective of the Technological Pedagogical Content Knowledge (TPACK) together with the Rabardel instrumentation theory and Imbernon’s researches on teachers’ education set the theoretical framework. Data were collected through questionnaires, digital files, and audio and video recordings. The interpretative analysis pointed out some circumstances that emphasized the reconstruction of previous professional knowledge and highlighted the differences, similarities, challenges and opportunities related to initial and continued education.