Integrating Digital Technology in University Mathematics Education to enhance Teacher Training

he integration of digital technology in the teaching and learning of mathematics rep-resents an important area of study in mathematics education research [1--3], particularly at the university level, where traditional teaching methods remain common in pure mathematics courses. Our research is grounded in the theoretical framework of Tech-nological Pedagogical Content Knowledge (TPACK), which emphasizes the complex interplay between content knowledge, pedagogical knowledge, and technological knowledge in effective teaching [4]. Additionally, we draw upon Ball et al.'s conceptu-alization of specialized content knowledge for teaching mathematics [5] and the docu-mentational approach to understand how teachers create and use digital resources [6,7]. Recent research has highlighted the potential of digital experiences in enhancing math-ematical cognitive functions [8] and in beginning to shape mathematics students' ped-agogical knowledge through the students' creation of digital documents in pure mathe-matics learning contexts [9]. This study investigates how mathematics students who have completed a mathemat-ics bachelor's degree and master's teacher education training conceptualize the use of digital technology, including AI, to enhance mathematical understanding and pedagog-ical practice. Specifically, we examine: (1) how students with prior experience in digital resource creation in pure mathematics courses, potentially with AI participation, differ from those without such experience in their perceptions of technology integration; (2) the development of students' technological pedagogical content knowledge through stu-dent-generated digital resources [10,11]; (3) the impact of these experiences on early mathematics teacher identity formation [12,13].