Keyword: curriculum

ABSTRACT: Utilising technology for teaching mathematics relies on the teachers’ ability to select and use suitable digital tools/resources for specific mathematics topics. Therefore, it can be anticipated that activities conducted within various instructional contexts necessitate distinct sets of competencies for teachers. This study examines senior high school mathematics teachers’ perceptions of their levels of digital competencies for teaching with technology, using the Mathematical Digital Knowledge for Teaching with Technology (MDKT) framework. We used a descriptive survey design rooted in the positivist paradigm to collect quantitative data on 178 mathematics teachers’ digital knowledge for teaching with technology in the Cape Coast Metropolis, Ghana. The data were collected from the mathematics teachers using a closed-ended questionnaire administered via Google Forms. The findings showed that mathematics teachers possessed high knowledge of digital content and curriculum, high knowledge of digital content and students, high specialised digital content knowledge, but moderate knowledge of digital content and teaching for teaching mathematics with technology. This calls for targeted training opportunities and professional development interventions to help teachers design and enact lessons using digital resources, thereby improving their digital knowledge for teaching mathematics with technology.