Teaching Mathematics with Digital Tools: An Italian High School Teachers' Perspective

n recent years, we have witnessed rapid technological and digital changes that have inevitably affected mathematics education. This article presents findings on the use of digital technologies by Italian mathematics teachers, especially in this period of digital revolution amplified by the pandemic, and on the teachers' level of training in the use of digital technologies. We conducted a survey with 40 Italian high school mathematics teachers as part of a professional development program on mathematical modelling through digital technology. Teachers answered anonymously and individually to an entry questionnaire, analyzed using TPACK model. Findings seem to indicate that Italian mathematics teachers are familiar with digital tools but are lacking in certain pedagogically relevant aspects of their use. A common belief of teachers emerges from this study: that knowledge of digital technologies is sufficient to be able to teach mathematics with digital technologies.