Instructional technology implementation is increasingly being addressed in teacher education, though research literature on its implementation remains limited. This literature analysis draws the Anthropological Theory of the Didactic to map what and how instructional technology is integrated into preservice mathematics teacher education and to identify conditions that facilitate or hinder the adaptation. Drawing from 22 peer-reviewed articles published between 2010 and 2022, the study maps empirical studies of instructional technology integration in mathematics teacher education. Key findings reveal that preservice teachers consistently engaged in lesson planning, practiced teaching peers in 13 cases, and taught actual learners in three instances, while reflection occurred in seven cases. However, the underlying reasoning (logos) behind the didactical practices were not presented to the preservice teachers, remained implicit, or were not clearly linked to the praxis. Furthermore, the decomposition of teaching practices was an underused pedagogical practice. Learning opportunities included rehearsals, the use of exemplary curriculum materials, teamwork, and constructive feedback. A key challenge in adapting the didactical praxeologies was the participants’ lack of prior experience with technology. The analysis highlights the need to make the reasons behind teaching practices explicit and calls for more intentional integration of teacher education pedagogies to enhance learning outcomes. 

The study used the Anthropological Theory of the Didactic to understand how, why, and what is privileged in a Swedish mathematics teacher preparation course. A mathematics teacher-educator interview was analysed using a reference model. The study results show that teaching with instructional technology in cognitive ways was privileged pre-didactically, didactically, and post-didactically. The didactical cognitive praxis addressed teachers’ and learners’ use of instructional technologies. The privileged didactical logos linking the praxis were competencies (förmågor) in the Swedish upper secondary curriculum. The privileged meta-didactical praxis was the decomposition, representation and approximation of practice, with some implicit meta-didactical logos discussed.

This study examines how a mathematics teacher educator (MTE) in a Ghanaian teacher education programme modelled mathematics teaching with instructional technology in a resource-constrained, large-class context. Framed by the Anthropological Theory of the Didactic (ATD), the analysis focuses on the MTE’s sequencing of didactic techniques and moments modelled, and how these shaped opportunities for pre-service teachers (PSTs) to engage with didactic practice. Drawing on a video-recorded model lesson, complemented by a semi-structured interview with the MTE and a video-assisted focus group interview with PSTs, the study identifies how instructional technology (i.e. GeoGebra) functioned as part of the instructional milieu to visualise quadratic functions and manage whole-class interaction. Findings indicate that the modelled lesson was organised as a guided exploration, balancing procedural clarity with limited space for PST agency and open inquiry. While this structuring fostered shared engagement and procedural fluency, it privileged praxis (type of task and techniques) over logos (discourse of justification and rationalisation), leaving the didactic rationale less visible to PSTs. The study contributes to mathematics teacher education research by showing how the ATD illuminates the interplay between contextual constraints, instructional technology and didactic modelling. Finally, the paper proposes a hybrid instructional paradigm that combines structured guidance with deliberate moments of PST agency, offering a contextually relevant approach to technology-mediated mathematics teacher education in resource-constrained settings.

Calls for the integration of instructional technology in mathematics education often assume ideal classroom conditions that rarely exist in Global South contexts. Such assumptions overlook the complex realities faced by educators who must adapt global pedagogical visions to resource-constrained and structurally fragile ecologies. In response to this disconnect, this study examines how mathematics teacher educators (MTEs) in Ghana support pre-service teachers (PSTs) in the didactics of mathematics, integrating instructional technology amid systemic constraints. Grounded in the Anthropological Theory of the Didactics, the study adopts a praxeological-ecological lens to examine the didactic praxeologies taught as content across the pre-didactic, didactic (in a narrow sense), and post-didactic phases of teacher preparation, as well as the ecological conditions that shape these praxeologies. Drawing on course plans, national and institutional policy documents, and interviews with MTEs, the analysis reveals a consistent privileging of performative praxeologies oriented toward visible, assessable outcomes, often at the expense of transformative-oriented praxeologies. While partly rooted in pedagogical traditions, these praxeologies also represent contextually rational adaptations to ecological conditions. However, such adaptations raise critical questions about long-term sustainability, as routinised practices, though pragmatic, risk entrenching a culture of instrumentalism that reduces instructional technology to a vehicle for compliance rather than exploration, reflection, or transformation. The study also identifies praxeological discontinuities, particularly the marginalisation of the logos dimension, which compromises PSTs’ ability to develop theoretically grounded pedagogical reasoning. Rejecting deficit interpretations, the study foregrounds the situated agency of MTEs who engaged PSTs to enact contextually rational compromises, thereby rendering instructional technology integration both feasible and pedagogically meaningful. It concludes by calling for policy and professional development initiatives that support praxeological coherence and enable ecologically responsive, critically reflective engagement with technology-integrated mathematics instruction.

This study explores how a mathematics teacher educator prepares pre-service teachers to integrate instructional technology into mathematics teaching, using the Anthropological Theory of the Didactic (ATD) as a framework. A qualitative case study at a Ghanaian university discusses the MTE’s practices through video observations and a semi-structured interview. Findings reveal that representation of practice through modelling provided PSTs with practical examples of instructional integration, while decomposition allowed for refining lesson plans through structured analysis. However, the absence of approximations of practice due to time constraints limited experiential learning opportunities. The study emphasises the need for explicitly articulating meta-didactical logos and simulated teaching environments to bridge theory and practice.