The potential of technology for the teaching and learning of mathematics is widely acknowledged. However, several authors refer to difficulties in the integration of technology, emphasizing the central role played by the teachers’ knowledge.

Recent analysis suggests the urgency of developing a theoretical framework that articulates the work already carried out and the different existing conceptualizations.

This project aims to address this issue, investigating and deepening the characteristics of knowledge that a teacher needs to have to teach with technology and looking for bridges and interrelationships between models and conceptualizations. The Global Model is the main result of this work.