Abstract This self-study examines a mathematics teacher educator’s (MTE) knowledge and learning while designing and implementing a teacher training (TT) course on the design and integration of digital resources for exploring mathematical concepts with technology-added value. The study provides insights into the MTE’s objectives, course design, and the challenges encountered by both the MTE and her students. It focuses on the enacted pedagogical content knowledge (PCK) of the MTE, its development, and its relationship to technological aspects, particularly in the context of digital resource design and integration. Grounded in the mathematics teacher educators’ pedagogical content knowledge (MTEPCK) framework, the study draws primarily on the MTE’s self-reflections and organizational notes, supplemented by students’ work. Data analysis reveals the MTE’s diverse teaching strategies, knowledge of examples and resources, and understanding of student thinking, while underscoring the specific role of technological knowledge. Key challenges include integrating a conceptual framework for digital task design, guiding students toward designing exploratory instead of practice-based digital resources, and managing the broad scope of the course. The findings emphasize the complexity of designing and implementing a technology-based TT course, which requires the MTE’s comprehensive PCK while adding new layers of complexity to MTE knowledge. The study suggests extending the MTEPCK framework to include categories specific to technological knowledge and underscores the value of self-study and reflective practice for MTE professional development.
Lindenbauer et al. (Tue,) studied this question.