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Examining the changes in mathematics teachers’ technology dispositions through GeoGebra-mediated professional development
By Isaac Benning
Drawing on a technology dispositions framework, this study examined the changes in teachers’ beliefs, attitudes, competence, and behavioral intentions toward the use of technology in the mathematics classroom, following their engagement in professional development (PD) mediated by GeoGebra software. In a case study research design, 11 mathematics teachers from a senior high school in Ghana were purposively selected to engage in a 1-year PD program. They worked in teams to design and enact GeoGebra-based mathematics lessons. A self-report questionnaire, semi-structured interview, and lesson observation were used for data collection. Self-report data were analyzed using mean, SD, paired sample t-test, and Hedges’ g. Interview and lesson observation data were analyzed using a thematic approach. The results indicated that teachers’ pedagogical beliefs, affective attitudes, and competence toward technology changed following the PD. To some extent, they were able to make the goals of their mathematics lessons explicit and sequenced their instructional activities to engage students’ geometric and algebraic thinking. However, their intention to put the new pedagogy into classroom practice in the future depended on multiple contextual factors: administrative support, continual professional training, and provision of adequate technology facilities. These findings have implications for practices in mathematics education, technology dispositions frameworks, and PD. © The Author(s) 2023.
In-service mathematics teachers' preparedness, knowledge, skills, and self-efficacy beliefs of using technology in lesson delivery
By Emmanuel Agyei
This research examined the competencies (preparedness, skills, knowledge and self-efficacy beliefs) of High School teachers in teaching mathematics with technology. The study employed the explanatory sequential mixed-methods design where a questionnaire, observation guide and semi-structured interview guide were used to collect data. A stratified sampling technique was used to select 202 mathematics teachers for the study. Descriptive statistics and multiple regression were employed to analyse the quantitative data. Thematic analysis was used for the qualitative data. The findings indicated that mathematics teachers possessed high technology knowledge and self-efficacy, but they had relatively low preparedness and ICT skills in using technology in their lessons. In addition, ICT skills and teacher preparedness emerged as the best predictors for technology usage in mathematics lesson delivery. This implies that mathematics teacher education programmes should consider making ICT a core component of their curriculum to prepare prospective teachers to teach mathematics with technology.
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