Behavioural Intention and Pre-Service Mathematics Teachers’ Technological Pedagogical Content Knowledge
 
More details
Hide details
1
University of Cantabria
CORRESPONDING AUTHOR
Maria Jose Gonzalez   

University of Cantabria, Dpto. Matematicas, Estadistica y Computacion, Facultad de Ciencias, Av. Los Castros s/n, 39005 Santander, Spain
Publish date: 2016-12-06
 
EURASIA J. Math., Sci Tech. Ed 2017;13(3):601–620
KEYWORDS
TOPICS
ABSTRACT
Background:
Teachers’ beliefs, together with sound technological pedagogical content knowledge (TPACK), are directly related to the effective integration of technology in mathematics teaching.

Material and methods:
This study explored the relationship between pre-service teachers’ behavioural intention to use technology to teach mathematics and their TPACK. A case-study analysis was conducted to determine whether six pre-service teachers’ behavioural intention to use technology in their classroom delivery was associated with a predominance of TPACK (the TPACK model component) in their choice of technology-supported mathematical tasks.

Results:
The findings showed a considerable disconnect between pre-service teachers’ behavioural intention and their technological pedagogical content knowledge. Even where they expressed favourable intentions, the type of knowledge they called into play when selecting technology-supported tasks was unrelated to TPACK and did not suffice to identify the educational potential of technology.

Conclusions:
An emphasis on TPACK, in conjunction with the development of favourable attitudes toward the use of technology, is therefore believed to be indispensable in pre-service teacher education programmes.

eISSN:1305-8223
ISSN:1305-8215