Discussing digital artefacts under design as a process aiming towards the centre of TPaCK

The study addresses the illumination of TPaCK knowledge of postgraduate mathematics education students and their progression towards the TPaCK centre by means of a threaded forum discussion concerning their on-going designs of digital artefacts for pupil meaning-making. We perceived those digital artefacts as living documents under change and studied both students' constructions and their written exchanges to identify how their initial ideas were placed in the TPaCK model and how these could progress. We studied the exchanges between them and their instructors as a boundary crossing process considering the artefacts as boundary objects. Our preliminary results show that the process was effective in helping us with our understanding of both how the students
started and how they were challenged to progress towards TPaCK intersections and centre.