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The Why and How prospective mathematics teachers want to employ digital mathematics tools in classrooms

Artigo2025

Robert Weinhandl ORCID; Branko Anđić ORCID; Viktoria Riegler ORCID; Valentina Bleckenwegner ORCID; Selina Baldinger ORCID; Jonas Mayrhofer ORCID; Christoph Helm ORCID

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Resumo

Digital mathematics tools range from simple pocket calculators to computer algebra systems and dynamic geometry software up to AI applications for confirming mathematical proofs. Our study aims to identify what motivates prospective mathematics teachers to employ digital mathematics tools in their prospective teaching and how their behavioral intentions affect different forms of technology use. To achieve our research aim, we conducted a digital questionnaire study in which 489 prospective mathematics teachers participated. In terms of completeness, the data of 409 participants could be used for further analysis. The structural equation model analyses conducted in our study indicate that especially Performance Expectancy (β = 0.359) and Facilitating Conditions (β = 0.424) significantly influence the behavioral intentions of prospective mathematics teachers to use digital mathematics tools. In turn, behavioral intentions significantly influence how prospective mathematics teachers want to use digital mathematics tools in the classroom. Our findings highlight that Behavioral Intentions act as a key link between technology acceptance and Cognitive Engagement in prospective mathematics teachers. Additionally, demographic factors such as age, gender, and study progress moderate these relationships. These insights can inform teacher training programs by tailoring support to different groups to ensure more effective integration of digital tools in mathematics classrooms.

Dados da obra

Tipo
Artigo
Periódico
Computers and Education Open, v. 9, p. 100269
Editora
Elsevier BV
Ano
2025 (2025-06-16)
Idioma
en
Palavras-chave
pre-service mathematics teachers; technology acceptance; behavioral intention; performance expectancy; facilitating conditions; cognitive engagement; teacher professional development; dynamic geometry software; computer algebra systems
Temas
Álgebra, Formação de Professores de Matemática, Geometria, Tecnologias Digitais
DOI
10.1016/j.caeo.2025.100269
ISSN
2666-5573
Licença
cc-by
Acesso
Acesso aberto
Fontes
OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
WEINHANDL, Robert et al.. The Why and How prospective mathematics teachers want to employ digital mathematics tools in classrooms. Computers and Education Open, v. 9, p. 100269, 2025. DOI: https://doi.org/10.1016/j.caeo.2025.100269.

APA

Weinhandl, R., Anđić, B., Riegler, V., Bleckenwegner, V., Baldinger, S., Mayrhofer, J., & Helm, C. (2025). The Why and How prospective mathematics teachers want to employ digital mathematics tools in classrooms. Computers and Education Open, 9, 100269. https://doi.org/10.1016/j.caeo.2025.100269

BibTeX
@article{weinhandl2025,
  author = {Weinhandl, Robert and Anđić, Branko and Riegler, Viktoria and Bleckenwegner, Valentina and Baldinger, Selina and Mayrhofer, Jonas and Helm, Christoph},
  title = {The Why and How prospective mathematics teachers want to employ digital mathematics tools in classrooms},
  year = {2025},
  journal = {Computers and Education Open},
  volume = {9},
  pages = {100269},
  publisher = {Elsevier BV},
  doi = {10.1016/j.caeo.2025.100269},
  language = {en}
}
RIS
TY  - JOUR
AU  - Weinhandl, Robert
AU  - Anđić, Branko
AU  - Riegler, Viktoria
AU  - Bleckenwegner, Valentina
AU  - Baldinger, Selina
AU  - Mayrhofer, Jonas
AU  - Helm, Christoph
TI  - The Why and How prospective mathematics teachers want to employ digital mathematics tools in classrooms
PY  - 2025
JO  - Computers and Education Open
VL  - 9
SP  - 100269
DO  - 10.1016/j.caeo.2025.100269
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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