THE TPACK FRAMEWORK IN THE CONTINUING EDUCATION OF MATHEMATICS TEACHERS: KNOWLEDGE MOBILIZATION WITH RED RESOLVEX

Abstract

This article investigates how Mathematics teachers in the final years of Elementary School mobilize Technological Pedagogical Content Knowledge — TPACK — when planning lessons on calculating the area of plane figures using the Digital Educational Resource (DER) ResolVex. The research adopts a qualitative approach, conducted with six teachers from a municipal school in Carpina, Pernambuco, Brazil. Data were collected through triangulation among two questionnaires — teacher profile and TPACK diagnosis — a two-day continuing education program, and lesson plans developed by participants. Data processing followed Bardin's Content Analysis (2016). Results indicate that all participating teachers evidenced TPACK domains in their planning, albeit at different levels of integration. The technological domain (TK) showed the lowest initial confidence but evolved significantly throughout the training. The educational experience demonstrated that the articulation between CK, PK, and TK domains, when mediated by a content-relevant DER, enhances both the quality of teacher planning and student engagement. The findings reinforce the importance of investing in continuing education programs grounded in consolidated theoretical models, such as TPACK, capable of linking theory and practice in the professional development of Mathematics teachers.