Abstract
As teaching and learning using technology has been emphasized, several models have been proposed to explain the integration of technology, and research on technology use has been actively conducted, especially focusing on TPACK. However, by focusing on only the teacher's knowledge, TPACK has limitations in analyzing how technology is used in actual classes and what experiences students have through technology. This study introduces the PICRAT model (Kimmons, Graham, & West (2020)), which focuses on ‘students’ relationship with technology’ and ‘teachers’ teaching practices’, as a lens for analyzing mathematics classes using technology. And by looking examples of analysis of mathematics class design through models, this study explored the applicability of the PICRAT model and its implications for mathematics education and teacher education.
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