The relationship between technological pedagogical content knowledge and belief among preservice mathematics teachers

The increasing interest in exploring beliefs about teaching mathematics with technology has led educators to employ belief systems as a framework for understanding the impact of technology on math instruction. However, the complex nature of pre-service teachers' beliefs in teaching mathematics...

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Published in:ACTA PSYCHOLOGICA
Main Authors: Hidayat, Riyan; Zainuddin, Zamzami; Mazlan, Nurul Hijja
Format: Article
Language:English
Published: ELSEVIER 2024
Subjects:
Online Access:https://www-webofscience-com.uitm.idm.oclc.org/wos/woscc/full-record/WOS:001294574500001
author Hidayat
Riyan; Zainuddin
Zamzami; Mazlan
Nurul Hijja
spellingShingle Hidayat
Riyan; Zainuddin
Zamzami; Mazlan
Nurul Hijja
The relationship between technological pedagogical content knowledge and belief among preservice mathematics teachers
Psychology
author_facet Hidayat
Riyan; Zainuddin
Zamzami; Mazlan
Nurul Hijja
author_sort Hidayat
spelling Hidayat, Riyan; Zainuddin, Zamzami; Mazlan, Nurul Hijja
The relationship between technological pedagogical content knowledge and belief among preservice mathematics teachers
ACTA PSYCHOLOGICA
English
Article
The increasing interest in exploring beliefs about teaching mathematics with technology has led educators to employ belief systems as a framework for understanding the impact of technology on math instruction. However, the complex nature of pre-service teachers' beliefs in teaching mathematics with technology involves various dimensions. This study aims to investigate the predictive relationship between Technological Pedagogical Content Knowledge (TPACK) sub-components and beliefs in teaching mathematics with technology, revealing a statistically significant direct impact. Utilizing a correlational research approach, we collected data from a cohort of 159 Malaysian pre-service teachers with a focus on mathematics education. Structural Equation Modelling (SEM) was employed to analyze the proposed model. The measurement model exhibited a satisfactory fit with the collected data. Notably, technological knowledge (25 %), technological pedagogical content knowledge (69 %), and technological content knowledge (39 %) significantly influence discovery learning, while technological knowledge (24 %), technological pedagogical content knowledge (74 %), and technological content knowledge (30 %) significantly influence multiple representations. This underscores the critical role of TPACK in shaping educators' perspectives and practices, providing a crucial avenue for enhancing technology integration in teaching mathematics.
ELSEVIER
0001-6918
1873-6297
2024
249

10.1016/j.actpsy.2024.104432
Psychology

WOS:001294574500001
https://www-webofscience-com.uitm.idm.oclc.org/wos/woscc/full-record/WOS:001294574500001
title The relationship between technological pedagogical content knowledge and belief among preservice mathematics teachers
title_short The relationship between technological pedagogical content knowledge and belief among preservice mathematics teachers
title_full The relationship between technological pedagogical content knowledge and belief among preservice mathematics teachers
title_fullStr The relationship between technological pedagogical content knowledge and belief among preservice mathematics teachers
title_full_unstemmed The relationship between technological pedagogical content knowledge and belief among preservice mathematics teachers
title_sort The relationship between technological pedagogical content knowledge and belief among preservice mathematics teachers
container_title ACTA PSYCHOLOGICA
language English
format Article
description The increasing interest in exploring beliefs about teaching mathematics with technology has led educators to employ belief systems as a framework for understanding the impact of technology on math instruction. However, the complex nature of pre-service teachers' beliefs in teaching mathematics with technology involves various dimensions. This study aims to investigate the predictive relationship between Technological Pedagogical Content Knowledge (TPACK) sub-components and beliefs in teaching mathematics with technology, revealing a statistically significant direct impact. Utilizing a correlational research approach, we collected data from a cohort of 159 Malaysian pre-service teachers with a focus on mathematics education. Structural Equation Modelling (SEM) was employed to analyze the proposed model. The measurement model exhibited a satisfactory fit with the collected data. Notably, technological knowledge (25 %), technological pedagogical content knowledge (69 %), and technological content knowledge (39 %) significantly influence discovery learning, while technological knowledge (24 %), technological pedagogical content knowledge (74 %), and technological content knowledge (30 %) significantly influence multiple representations. This underscores the critical role of TPACK in shaping educators' perspectives and practices, providing a crucial avenue for enhancing technology integration in teaching mathematics.
publisher ELSEVIER
issn 0001-6918
1873-6297
publishDate 2024
container_volume 249
container_issue
doi_str_mv 10.1016/j.actpsy.2024.104432
topic Psychology
topic_facet Psychology
accesstype
id WOS:001294574500001
url https://www-webofscience-com.uitm.idm.oclc.org/wos/woscc/full-record/WOS:001294574500001
record_format wos
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