Teaching mathematics in the digital era: Standards and beyond

Michal Tabach, Jana Trgalová

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review


Recent official education-related policy documents at both the international and the national levels acknowledge the need for integrating information and communication technology (ICT) into education, and especially into mathematics education. These documents also concur that the teacher is central to such integration. Yet research on teacher education points to dissatisfaction with the results of most pre- and in-service teacher education initiatives to encourage ICT use. The main reason cited for this dissatisfaction is the disparity between teachers’ expectations and the contents of these initiatives. This disparity calls attention to the issue of ICT standards for teachers. The aim of this chapter is twofold: (1) to expand the investigation of existing ICT standards for (mathematics) teachers by examining national policies and institutional frameworks in several OECD countries and in Australia; and (2) to define a conceptual framework to capture various dimensions of teachers’ professional knowledge and skills oriented toward the use of digital technology. Our analysis highlights the need to consolidate the terminology used and to develop standards and competency frameworks geared to specific subjects (in our case, mathematics) and age levels.

Original languageEnglish
Title of host publicationSTEM Teachers and Teaching in the Digital Era
Subtitle of host publicationProfessional Expectations and Advancement in the 21st Century Schools
EditorsYifat Ben-David Kolikant, Dragana Martinovic, Marina Milner-Bolotin
Place of PublicationCham
Number of pages22
ISBN (Electronic)9783030293963
StatePublished - 1 Jan 2020


  • Information and communication technology
  • Instrumental genesis
  • Standards for teachers
  • Teacher competencies
  • Teacher knowledge

All Science Journal Classification (ASJC) codes

  • Social Sciences(all)


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