What knowledge is needed to teach mathematics with digital technologies? The overarching construct, called technology, pedagogy, and content knowledge (TPACK), has been proposed as the interconnection and intersection of technology, pedagogy, and content knowledge. Mathematics Teacher TPACK Standards offer guidelines for thinking about this construct. A Mathematics Teacher Development Model describes the development of TPACK toward meeting these standards. The standards and model provide structured detail to further the work of various groups. The proposals may guide teachers, researchers, teacher educators, professional development consultants, and school administrators in the development and evaluation of professional development activities, mathematics education programs, and school mathematics programs. 4 Contemporary Issues in Technology and Teacher Education, 9(1) In 1986 Lee Shulman launched a new way of thinking about the knowledge teachers need for teaching with a construct that he called pedagogical content knowledge (PCK). This new way of thinking about the knowledge teachers need for teaching called for the integration of content knowledge (the knowledge previously considered the primary knowledge for teachers) and pedagogical knowledge (the knowledge about teaching and learning). The intersection of these two knowledge bases, PCK, was described as the way of representing and formulating subject matter knowledge, the knowledge that makes the
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