TPACKI: A proposal to expand the TPACK model by incorporating creative imaginary knowledge in mathematics teaching practice

Abstract

This article presents the theoretical model TPACKI - Technological Pedagogical Content Knowledge Imaginary - proposed as an expansion of the TPACK model (MISHRA; KOEHLER, 2006), through the incorporation of creative imaginary knowledge as a constitutive dimension of mathematics teaching practice mediated by digital technologies. The TPACK model articulates three fundamental domains - technological, pedagogical, and content knowledge - to support the teacher's work in technologically enriched learning environments. However, it is argued that teachers' choices regarding content, pedagogical practices, and technologies to be used are deeply subject to the records contained in the teacher's imaginary, constructed throughout their life history and positive or negative experiences. The qualitative base research, conducted with eight pedagogue teachers of Mathematics in Elementary School in the state of Maranhão, used Discursive Textual Analysis (DTA) as the method for analyzing data collected through questionnaires and semi-structured interviews. From the analysis, three categories emerged - Teacher Training and school experiences; Personal experiences and the teacher's technological imaginary; Use of Technologies and teaching work - which underpin the proposition of TPACKI. The model proves to be feasible in practice, recognizing the mechanisms of thought organization of the Mathematics teacher and characterizing the importance of an interactive reality between perception, imaginary, content, pedagogy, and technology.