Estudios empíricos del modelo sobre conocimiento didácticotecnológico del contenido (TPACK) en matemáticas, incluidos en bases bibliográficas internacionales.

The purpose of this study is to conduct a systematic review of the technological pedagogical and content knowledge (TPACK) approach of mathematics teachers for empirical studies published on the Web of Science (WOS), Scopus, and Scielo databases from the years 2018 until 2020. There are two defined objectives: 1) to characterize empirical research developed within the framework of the TPACK model for math teachers and 2) to describe the approaches used to identify the TPACK of math teacher. The databases searches were performed in September 2020. The following search criteria were used: 1) articles with empirical findings on quantitative and/or qualitative analysis of the TPACK of math teachers and 2) articles that use the TPACK framework for the analysis of pedagogical experiences. The results show a variety of approaches for examining the teacher's TPACK. In conclusion, identifying the teacher's TPACK through performance evaluations is more frequent in research than in self-reports. [ABSTRACT FROM AUTHOR]