Teaching mathematics with technology: a multidimensional analysis of teacher beliefs
نویسندگان
چکیده
Abstract Teacher self-efficacy beliefs, epistemological and beliefs about teaching with technology are regarded as crucial factors for mathematics technology. However, there is a lack of research that investigates these while taking into account the multidimensionality constructs. In this cross-sectional study n = 198 upper secondary in-service teachers in Germany, we used multidimensional scales to measure teachers’ i) technology, ii) iii) beliefs. Furthermore, were asked self-report on their iv) implementation respect different modes use. The results uncover differential associations among constructs identify sub-dimensions especially central. particular, three clusters can be reconstructed. One cluster reflects broader set related more integrated constructivist cluster, identified central construct. A further using support multiple representations which turned out independent many other sub-dimensions. Finally, third comprises sub-dimension interpreted less This particular contains detrimental effects points risks use than potential benefits inform differentiated approaches teacher professional development
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ژورنال
عنوان ژورنال: Educational Studies in Mathematics
سال: 2021
ISSN: ['1573-0816', '0013-1954']
DOI: https://doi.org/10.1007/s10649-021-10072-x