Behavioural Intention and Pre-Service Mathematics Teachers’ Technological Pedagogical Content Knowledge

Maria Jose Gonzalez; Ignacio Gonzalez Ruiz

doi:10.12973/eurasia.2017.00635a

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Maria Jose Gonzalez ¹ ^* , Ignacio Gonzalez Ruiz ¹

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¹ University of Cantabria^* Corresponding Author

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.

Keywords

behavioural intention
pre-service mathematics teacher
technological pedagogical content knowledge (TPACK)
technology integration
Theory of Planned Behaviour (TPB)

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2017, Volume 13, Issue 3, 601-620

https://doi.org/10.12973/eurasia.2017.00635a

Publication date: 06 Dec 2016

Article Views: 2396

Article Downloads: 1364

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How to cite this article

APA

Gonzalez, M. J., & Gonzalez Ruiz, I. (2017). Behavioural Intention and Pre-Service Mathematics Teachers’ Technological Pedagogical Content Knowledge. Eurasia Journal of Mathematics, Science and Technology Education, 13(3), 601-620. https://doi.org/10.12973/eurasia.2017.00635a

Vancouver

Gonzalez MJ, Gonzalez Ruiz I. Behavioural Intention and Pre-Service Mathematics Teachers’ Technological Pedagogical Content Knowledge. EURASIA J Math Sci Tech Ed. 2017;13(3):601-20. https://doi.org/10.12973/eurasia.2017.00635a

AMA

Gonzalez MJ, Gonzalez Ruiz I. Behavioural Intention and Pre-Service Mathematics Teachers’ Technological Pedagogical Content Knowledge. EURASIA J Math Sci Tech Ed. 2017;13(3), 601-620. https://doi.org/10.12973/eurasia.2017.00635a

Chicago

Gonzalez, Maria Jose, and Ignacio Gonzalez Ruiz. "Behavioural Intention and Pre-Service Mathematics Teachers’ Technological Pedagogical Content Knowledge". Eurasia Journal of Mathematics, Science and Technology Education 2017 13 no. 3 (2017): 601-620. https://doi.org/10.12973/eurasia.2017.00635a

Harvard

Gonzalez, M. J., and Gonzalez Ruiz, I. (2017). Behavioural Intention and Pre-Service Mathematics Teachers’ Technological Pedagogical Content Knowledge. Eurasia Journal of Mathematics, Science and Technology Education, 13(3), pp. 601-620. https://doi.org/10.12973/eurasia.2017.00635a

MLA

Gonzalez, Maria Jose et al. "Behavioural Intention and Pre-Service Mathematics Teachers’ Technological Pedagogical Content Knowledge". Eurasia Journal of Mathematics, Science and Technology Education, vol. 13, no. 3, 2017, pp. 601-620. https://doi.org/10.12973/eurasia.2017.00635a