The relationship between technological pedagogical content knowledge and belief among preservice mathematics teachers

Artigo2024

Riyan Erwin Hidayat ORCID; Zamzami Zainuddin ORCID; Nurul Hijja Mazlan ORCID

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Resumo

The increasing interest in exploring beliefs about teaching mathematics with technology has led educators to employ belief systems as a framework for understanding the impact of technology on math instruction. However, the complex nature of pre-service teachers' beliefs in teaching mathematics with technology involves various dimensions. This study aims to investigate the predictive relationship between Technological Pedagogical Content Knowledge (TPACK) sub-components and beliefs in teaching mathematics with technology, revealing a statistically significant direct impact. Utilizing a correlational research approach, we collected data from a cohort of 159 Malaysian pre-service teachers with a focus on mathematics education. Structural Equation Modelling (SEM) was employed to analyze the proposed model. The measurement model exhibited a satisfactory fit with the collected data. Notably, technological knowledge (25 %), technological pedagogical content knowledge (69 %), and technological content knowledge (39 %) significantly influence discovery learning, while technological knowledge (24 %), technological pedagogical content knowledge (74 %), and technological content knowledge (30 %) significantly influence multiple representations. This underscores the critical role of TPACK in shaping educators' perspectives and practices, providing a crucial avenue for enhancing technology integration in teaching mathematics.

Dados da obra

Tipo: Artigo
Periódico: Acta Psychologica, v. 249, p. 104432
Editora: Elsevier BV
Ano: 2024 (2024-08-10)
Idioma: en
Palavras-chave: technological pedagogical content knowledge; TPACK; teacher beliefs; technology in mathematics teaching; pre-service mathematics teachers; technological knowledge; technological content knowledge; discovery learning; multiple representations; educational technology in mathematics
DOI: 10.1016/j.actpsy.2024.104432
ISSN: 0001-6918, 1873-6297
Licença: cc-by
Acesso: Acesso aberto
Fontes: OpenAlex
Na Biblioteca desde: 01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
HIDAYAT, Riyan Erwin; ZAINUDDIN, Zamzami; MAZLAN, Nurul Hijja. The relationship between technological pedagogical content knowledge and belief among preservice mathematics teachers. Acta Psychologica, v. 249, p. 104432, 2024. DOI: https://doi.org/10.1016/j.actpsy.2024.104432.

APA

Hidayat, R. E., Zainuddin, Z., & Mazlan, N. H. (2024). The relationship between technological pedagogical content knowledge and belief among preservice mathematics teachers. Acta Psychologica, 249, 104432. https://doi.org/10.1016/j.actpsy.2024.104432

BibTeX

@article{hidayat2024,
  author = {Hidayat, Riyan Erwin and Zainuddin, Zamzami and Mazlan, Nurul Hijja},
  title = {The relationship between technological pedagogical content knowledge and belief among preservice mathematics teachers},
  year = {2024},
  journal = {Acta Psychologica},
  volume = {249},
  pages = {104432},
  publisher = {Elsevier BV},
  doi = {10.1016/j.actpsy.2024.104432},
  language = {en}
}

RIS

TY  - JOUR
AU  - Hidayat, Riyan Erwin
AU  - Zainuddin, Zamzami
AU  - Mazlan, Nurul Hijja
TI  - The relationship between technological pedagogical content knowledge and belief among preservice mathematics teachers
PY  - 2024
JO  - Acta Psychologica
VL  - 249
SP  - 104432
DO  - 10.1016/j.actpsy.2024.104432
LA  - en
ER  -

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