Teaching mathematics with technology: a multidimensional analysis of teacher beliefs

Abstract

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.

Developing Prospective Teachers’ Beliefs about Digital Tools and Digital Feedback

“…However, there are also beliefs that can be classified as neutral, related to general issues; for example, beliefs about timing, such as at what point in a lesson a teacher should use digital tools [41,43]. Another dimension of teachers' beliefs regarding digital tools is self-efficacy beliefs [44]. Thurm and Barzel [44] found that self-efficacy for designing lessons with digital tools (also for technical implementation) is an important factor when using digital tools in the classroom.…”

“…Another dimension of teachers' beliefs regarding digital tools is self-efficacy beliefs [44]. Thurm and Barzel [44] found that self-efficacy for designing lessons with digital tools (also for technical implementation) is an important factor when using digital tools in the classroom. As a result, within the teacher education program, there should be "a stronger focus on allowing teachers to gain specific mastery experience in implementing technology as this is the most powerful source of teachers self-efficacy" ( [44], p. 58).…”

“…Designing: In the second part, the participants change their point of view from the learner's to the designer's perspective, and independently design their own digital tasks with feedback in the digital tool STACK. Within this part, we address self-efficacy in technical implementation of digital STACK tasks [44]. The two parts of learning and designing represent formal education [51].…”

“…This teaching experiment is reduced in complexity, as the prospective teachers do not use their digital STACK tasks in regular lessons but in a reduced setting with only a few school students. In this way, we set out to address self-efficacy especially with regard to planning lessons [44,61] with the digital tool STACK, which can have significant effects due to reduced complexity [61].…”

“…The subcategories of prospective teachers' beliefs about digital feedback are deductive (e.g., complexity of feedback or time of occurrence [60]). Finally, self-efficacy was a deductive category with the sub-categories of designing digital tools being, respectively, digital STACK tasks on the one hand and implementing the digital tool STACK in lessons on the other hand [44].…”