{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,2,21]],"date-time":"2025-02-21T19:43:22Z","timestamp":1740167002937,"version":"3.37.3"},"reference-count":0,"publisher":"Sciedu Press","issue":"8","license":[{"start":{"date-parts":[[2022,11,15]],"date-time":"2022-11-15T00:00:00Z","timestamp":1668470400000},"content-version":"unspecified","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["JCT"],"abstract":"<jats:p>Technology is recognized by its potential to promote mathematical learning. However, achieving this potential requires the teachers to have the knowledge to integrate it properly into their practices. Several authors have intended to characterize the teachers\u2019 knowledge and developed several models, but this approach has often been criticized by its static approach, not attending neither valuing the teachers\u2019 practice. In this study we adopt the KTMT \u2013 Knowledge for Teaching Mathematics with Technology model, assuming the teachers\u2019 practice as the main scenario of analysis. We focus on the options guiding the teachers\u2019 decisions when confronted with a situation of lack of mathematical concordance while teaching functions. The situations of lack of mathematical concordance (i.e., situations where the mathematics addressed by the students is different from the one intended by the teacher) are assumed as rich and encapsulating the potential to reveal significant aspects of the teachers\u2019 KTMT. The main goal of the study is to understand what domains of the teachers\u2019 KTMT are highlighted in these circumstances. A qualitative methodology is adopted and one episode of one 10th grade teacher\u2019s practice is analyzed, based on the KTMT model. The conclusions reached show the relevance of different knowledge domains, but emphasize the Mathematics and Technology Knowledge (MTK). They also raise questions about the impact of the specific technology being used on the teachers\u2019 KTMT.<\/jats:p>","DOI":"10.5430\/jct.v11n8p412","type":"journal-article","created":{"date-parts":[[2022,11,20]],"date-time":"2022-11-20T02:51:21Z","timestamp":1668912681000},"page":"412","source":"Crossref","is-referenced-by-count":0,"title":["Contribution of the Analysis of the Mathematical Concordance to Understand the Teachers\u2019 KTMT"],"prefix":"10.5430","volume":"11","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-3865-7422","authenticated-orcid":false,"given":"Helena","family":"Rocha","sequence":"first","affiliation":[]}],"member":"3394","published-online":{"date-parts":[[2022,11,15]]},"container-title":["Journal of Curriculum and Teaching"],"original-title":[],"link":[{"URL":"https:\/\/www.sciedupress.com\/journal\/index.php\/jct\/article\/viewFile\/22486\/14209","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/www.sciedupress.com\/journal\/index.php\/jct\/article\/viewFile\/22486\/14209","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2022,11,20]],"date-time":"2022-11-20T02:51:21Z","timestamp":1668912681000},"score":1,"resource":{"primary":{"URL":"https:\/\/www.sciedupress.com\/journal\/index.php\/jct\/article\/view\/22486"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2022,11,15]]},"references-count":0,"journal-issue":{"issue":"8","published-online":{"date-parts":[[2022,10,23]]}},"URL":"https:\/\/doi.org\/10.5430\/jct.v11n8p412","relation":{},"ISSN":["1927-2685","1927-2677"],"issn-type":[{"type":"electronic","value":"1927-2685"},{"type":"print","value":"1927-2677"}],"subject":[],"published":{"date-parts":[[2022,11,15]]}}}