Identifying early TPACK signs in an undergraduate student's documentational work activity in an advanced mathematics course

Recent advances in educational technology highlighted the importance of integrating digital tools into mathematics education. However, technology is still underutilised in pure mathematics courses at the university level. This paper explores the educational potential of the designing and creation of digital resources by undergraduate mathematics students, who are the primary beneficiaries to whom the learning design is addressed. The study supports the creation of a digital resource in a documentational work activity that can be presented and utilised again, with the dual objectives of fostering disciplinary and transferable skills. Undergraduate students enrolled in a topology course worked in small groups to design and produce digital educational documents (DED), to be addressed at either their own class or second-year students. We investigate how the documentational genesis process can facilitate the shaping of early TPACK development signs, thus contributing to reducing the second Klein discontinuity as well as enhancing the understanding of complex topological concepts as well. The results highlight the development of early TPACK signs in undergraduate math students during the activity and confirm how these signs improve their advanced math learning and lessen Klein discontinuity.