Menu
Menu

Menu do Portal GEPEMA

Understanding pre-service mathematics teachers’ intentions to use GeoGebra: The role of technological pedagogical content knowledge

Artigo2024

Esra YILDIZ ORCID; İbrahim Arpacı ORCID

Acesso aberto Acessar texto completo: Understanding pre-service mathematics teachers’ intentions to use GeoGebra: The role of technological pedagogical content knowledge (abre em nova aba)

0 visualizações desta ficha 0 acessos ao texto completo Contagem real do Portal desde 25/09/2026; tráfego comum, sem testes; quem desativa o rastreamento no navegador não é contado.

Resumo

Abstract The research investigated the “Technological Pedagogical Content Knowledge” (TPACK) of pre-service mathematics teachers and its impact on their sustained intention to utilize GeoGebra in teaching mathematics. This study introduced a novel research model by extending the “Unified Theory of Acceptance and Use of Technology” (UTAUT) with TPACK. Through “Structural Equation Modeling” (SEM) applied to data collected from 205 pre-service teachers, the research model was evaluated. The results revealed that factors like effort expectancy, social influence, performance expectancy, and TPACK significantly predicted the continuous use intention of GeoGebra. However, no substantial relationship was found concerning facilitating conditions. The findings have managerial and practical implications for academics, teachers, principals, and decision-makers promoting the use of GeoGebra in educational settings.

Dados da obra

Tipo
Artigo
Periódico
Education and Information Technologies, v. 29, n. 14, p. 18817-18838
Editora
Springer Science+Business Media
Ano
2024 (2024-03-14)
Idioma
en
Palavras-chave
pre-service mathematics teachers; GeoGebra; technological pedagogical content knowledge; TPACK; UTAUT; effort expectancy; social influence; performance expectancy; facilitating conditions
Temas
Tecnologias Digitais
DOI
10.1007/s10639-024-12614-1
ISSN
1360-2357, 1573-7608
Licença
cc-by
Acesso
Acesso aberto
Fontes
OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
YILDIZ, Esra; ARPACI, İbrahim. Understanding pre-service mathematics teachers’ intentions to use GeoGebra: The role of technological pedagogical content knowledge. Education and Information Technologies, v. 29, n. 14, p. 18817-18838, 2024. DOI: https://doi.org/10.1007/s10639-024-12614-1.

APA

YILDIZ, E., & Arpacı, İ. (2024). Understanding pre-service mathematics teachers’ intentions to use GeoGebra: The role of technological pedagogical content knowledge. Education and Information Technologies, 29(14), 18817-18838. https://doi.org/10.1007/s10639-024-12614-1

BibTeX
@article{yildiz2024,
  author = {YILDIZ, Esra and Arpacı, İbrahim},
  title = {Understanding pre-service mathematics teachers’ intentions to use GeoGebra: The role of technological pedagogical content knowledge},
  year = {2024},
  journal = {Education and Information Technologies},
  volume = {29},
  number = {14},
  pages = {18817-18838},
  publisher = {Springer Science+Business Media},
  doi = {10.1007/s10639-024-12614-1},
  language = {en}
}
RIS
TY  - JOUR
AU  - YILDIZ, Esra
AU  - Arpacı, İbrahim
TI  - Understanding pre-service mathematics teachers’ intentions to use GeoGebra: The role of technological pedagogical content knowledge
PY  - 2024
JO  - Education and Information Technologies
VL  - 29
IS  - 14
SP  - 18817
EP  - 18838
DO  - 10.1007/s10639-024-12614-1
LA  - en
ER  -

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

Obras relacionadas

Obras do acervo corrente com mais temas em comum.

Acessibilidade

As escolhas valem em todas as páginas internas e ficam só neste navegador. Atalho: tecla de acesso 5.

Perfis rápidos

Ajustes

Sobre a acessibilidade do Portal