Using and designing digital mathematical resources: teachers’ beliefs on their professional needs

This study was developed within an ongoing research project aiming at identifying innovative methodologies and technologies to design and use digital resources supporting mathematics education through the engagement of teachers, researchers and software developers in the collaborative design of a mathematical digital serious game. In this paper, we present and qualitatively discuss, using the Technological Pedagogical Content Knowledge as a theoretical lens, the early results of an initial survey, involving eight teachers. It aims to investigate their beliefs on the use of digital resources in mathematics education and the professional needs for teaching mathematics in the XXI century. With respect to their involvement in the following collaborative design of a mathematical digital serious game, we also investigated their beliefs regarding their potential contribution to such an activity.