Digital resources integration driven by curriculum and teachers’ documentational trajectories

Abstract

Abstract This paper analyses the relationship between an educational model for the integration of digital resources in mathematics classrooms and a teacher’s professional career path. By educational model we mean the institutional precepts, that is to say, the set of established norms that guide the teaching processes, considering both pedagogical and educational approaches that in turn establish a pattern in the development of a curriculum. It presents a case study of an experienced teacher who has developed his teaching activity in a single educational model for more than forty years. From three semi-structured interviews and the non-participatory observation of one of his classes, we trace the process that this teacher has followed to integrate, in his classes, different digital resources, guided both by curricular precepts, as well as by his professional teaching experience. In particular, the data analysis considers the impact produced by the 2020 Covid-19 pandemic and shows how such significant events are confronted both by the teacher and the institution, affecting the integration of digital resources and altering the trajectories of both of them.