Relationships between preservice secondary mathematics teachers' beliefs, knowledge, and technology use
MetadataShow full item record
This multi-case study examines the relationships between preservice teachers’ beliefs and knowledge regarding teaching mathematics with technology. Based on the theoretical framework on teacher beliefs and Technology, Pedagogy, and Content Knowledge (TPACK), I investigated four preservice secondary mathematics teachers’ technological pedagogical content knowledge (TPCK) and their beliefs about the nature of mathematics, learning and teaching mathematics, and the use of technology in the mathematics classroom. Three semi-structured interviews (beliefs, task-based, and performance interviews) were used to collect data about the preservice teachers’ TPACK components, beliefs, and how to use a technology tool in their imaginary mathematics teaching. The findings of this study indicated that preservice teachers with sophisticated or student-centered beliefs about the nature of mathematics, learning mathematics, and technology use displayed higher levels of mathematical content knowledge, pedagogical content knowledge, and technological content knowledge, respectively, than preservice teachers with traditional or teacher-centered beliefs about mathematics, learning mathematics, and technology use. In addition, this study suggested that in order to effectively use technology to teach mathematics, preservice teachers should develop their beliefs and knowledge in all areas of mathematics, pedagogy, and technology. Understanding the relationships between preservice teachers’ TPACK and beliefs provides insights into how teacher education programs can support preservice teachers to develop TPACK and integrate technology into their future mathematics instruction.