The relationships of preservice teachers’ dispositions and noticing of technology-integrated mathematics teaching activities
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Resumo
Abstract This study explores the relationship between preservice teachers’ dispositions and their noticing of learning objectives and pedagogical opportunities supported by technology integration, building on the PID model. A k-means cluster analysis of 87 preservice teachers identified three disposition groups: all-objective , future-oriented objective , and traditional objective groups . The study examined noticing across three classroom scenarios, each representing a different level of preservice teachers’ familiarity with the mathematical teaching topic and technology-integrated instructional approaches in the Taiwanese teaching context. Results showed that the future-oriented objective group had a higher noticing percentage for 21st-century skills and attitudes, while the traditional objective group had a lower noticing percentage in these perspectives. The traditional objective group was more likely to notice task-level opportunities when the vignette content aligned with typical classroom instruction but less so when the content was less conventional. In contrast, the future-oriented objective group was more likely than the others to notice a range of pedagogical opportunities, particularly at the subject and classroom levels.
Dados da obra
- Tipo
- Artigo
- Periódico
- ZDM, v. 57, n. 6, p. 1139-1152
- Editora
- Springer Science+Business Media
- Ano
- 2025 (2025-08-19)
- Idioma
- en
- Palavras-chave
- pre-service teachers; teacher dispositions; noticing; technology integration; mathematics education; learning objectives; pedagogical opportunities; 21st century skills; attitudes; teacher professional development
- Temas
- Formação de Professores de Matemática
- DOI
- 10.1007/s11858-025-01727-7
- ISSN
- 1615-679X, 1863-9690, 1863-9704
- Licença
- cc-by
- Acesso
- Acesso aberto
- Fontes
- OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
HSIEH, Feng-Jui et al.. The relationships of preservice teachers’ dispositions and noticing of technology-integrated mathematics teaching activities. ZDM, v. 57, n. 6, p. 1139-1152, 2025. DOI: https://doi.org/10.1007/s11858-025-01727-7.
APA
Hsieh, F. J., Wang, T. Y., Hsieh, C. J., & Chu, C. T. (2025). The relationships of preservice teachers’ dispositions and noticing of technology-integrated mathematics teaching activities. ZDM, 57(6), 1139-1152. https://doi.org/10.1007/s11858-025-01727-7
BibTeX
@article{hsieh2025,
author = {Hsieh, Feng-Jui and Wang, Ting-Ying and Hsieh, Chia-Jui and Chu, Chi-Tai},
title = {The relationships of preservice teachers’ dispositions and noticing of technology-integrated mathematics teaching activities},
year = {2025},
journal = {ZDM},
volume = {57},
number = {6},
pages = {1139-1152},
publisher = {Springer Science+Business Media},
doi = {10.1007/s11858-025-01727-7},
language = {en}
}RIS
TY - JOUR AU - Hsieh, Feng-Jui AU - Wang, Ting-Ying AU - Hsieh, Chia-Jui AU - Chu, Chi-Tai TI - The relationships of preservice teachers’ dispositions and noticing of technology-integrated mathematics teaching activities PY - 2025 JO - ZDM VL - 57 IS - 6 SP - 1139 EP - 1152 DO - 10.1007/s11858-025-01727-7 LA - en ER -
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