Digital technologies such as multi-representational tools have the potential to enhance the learning of mathematics. In light of this potential, there is a ubiquitous call to integrate such tools into mathematics teaching. However, these technologies are still underused. Teaching with technology is not an easy task and teacher competencies such as knowledge and beliefs are a decisive factor. Therefore, professional development is important to professionalize teachers and support them in using technology in meaningful ways. Despite this need, little is known about the efficacy of professional development programs for teaching mathematics with technology. This quantitative study investigated the efficacy of a half-year professional development program for teaching mathematics with technology, using the methodology of a quasi-experimental design, in Germany. We captured (i) teachers’ beliefs about teaching with technology, (ii) self-efficacy beliefs related to teaching with technology, (iii) epistemological beliefs and (iv) self-reported frequency of technology uptake with quantitative questionnaires in pre- and post-tests. The experimental group (n = 39) participating in the professional development program consisted of mostly novices in using technology for teaching mathematics. Propensity score matching was used to match this group with a control group of teachers (n = 38) who did not participate in the professional development program. The strongest impact of the professional development program was found on teacher’s technology-related beliefs. Frequency of technology use seemed to increase gradually in the experimental group during the professional development program. No effect of the professional development program was found on self-efficacy beliefs and epistemological beliefs. We conclude by deriving recommendations for designing professional development programs related to teaching with technology.

The COVID-19 pandemic has confronted mathematics teachers with the challenge of developing alternative teaching practices—in many cases at a distance through digital technology—because schools were closed. To investigate what distance practices in secondary mathematics education have emerged and how teachers experienced them, we set out online questionnaires in Flanders—the Dutch-speaking part of Belgium—, Germany, and the Netherlands. The questionnaire focused on teaching practices, teacher beliefs, didactics, and assessment. Data consisted of completed questionnaires by 1719 mathematics teachers. Results show that the use of video conferencing tools increased massively, while the use of mathematics-specific tools that teachers used before the lockdown reduced substantially. Further findings are that teachers' confidence in using digital technologies increased remarkably during the lockdown and that their experiences and beliefs only marginally impacted their distance learning practices. Also, we observed some differences between the three countries that might be explained by differences in educational policies and in technological facilities and support. For future research, it would be relevant to investigate long-term changes in teachers’ practices, as well as students’ views and experiences related to the teacher’s practices.

Teacher self-efficacy beliefs, epistemological beliefs, and beliefs about teaching with technology are regarded as crucial factors for teaching mathematics with technology. However, there is a lack of research that investigates these beliefs while taking into account the multidimensionality of the constructs. In this cross-sectional study with n = 198 upper secondary in-service teachers in Germany, we used multidimensional scales to measure teachers’ i) beliefs about teaching with technology, ii) self-efficacy beliefs, and iii) epistemological beliefs. Furthermore, teachers were asked to self-report on their iv) implementation of technology with respect to different modes of technology use. The results uncover differential associations among the constructs and identify sub-dimensions that are especially central. In particular, three clusters of sub-dimensions can be reconstructed. One cluster reflects a broader set of sub-dimensions and is related to a more integrated and constructivist implementation of technology. In this cluster, self-efficacy can be identified as a central construct. A further cluster is related to using technology to support multiple representations which turned out to be independent of many other sub-dimensions. Finally, the third cluster comprises sub-dimension that can be interpreted as less central. This cluster in particular contains teachers’ beliefs about the detrimental effects of teaching with technology, which points out that beliefs about the risks of technology use are less central than beliefs about the potential benefits of technology. The results can inform more differentiated approaches to teacher professional development related to teaching mathematics with technology.

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