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Chinese mathematics teachers’ TPACK and attitudes toward ICT integration in the post-pandemic era

Artigo2023

Mao Li ORCID

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Resumo

This study investigated primary mathematics teachers’ technological, pedagogical, and content knowledge (TPACK) and attitudes towards information and communication technology (ICT) integration in mainland China during the post-pandemic period. Quantitative data were collected through a web-based self-determined questionnaire. Statistical analysis was performed using independent sample t-tests, and Mann-Whitney U tests to assess gender and teaching experience in years. Spearman’s correlation test also examined the relationship between TPACK and teachers’ attitudes towards ICT integration. The findings revealed that most mathematics teachers had adequate non-technology-related knowledge but lacked technology-related knowledge. However, they were willing to incorporate digital technologies in their teaching after experiencing large-scale online teaching. There was no significant gender or teaching grade differences in TPACK, but teaching experience positively correlated with TPACK. The study emphasizes the importance of assessing teachers’ practical circumstances before introducing TPACK development programs. Finally, the implications for teachers, educators, and policymakers were discussed at the end of this paper.

Dados da obra

Tipo
Artigo
Periódico
Eurasia Journal of Mathematics Science and Technology Education, v. 19, n. 7, p. em2301
Editora
Modestum Limited
Ano
2023 (2023-06-05)
Idioma
en
Palavras-chave
TPACK; mathematics teachers; ICT integration; teacher attitudes; technological knowledge; pedagogical content knowledge; teaching experience; gender differences; online learning; post-pandemic education; primary school mathematics; China
Temas
Tecnologias Digitais
DOI
10.29333/ejmste/13346
ISSN
1305-8215, 1305-8223
Licença
cc-by
Acesso
Download disponível
Fontes
OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
LI, Mao. Chinese mathematics teachers’ TPACK and attitudes toward ICT integration in the post-pandemic era. Eurasia Journal of Mathematics Science and Technology Education, v. 19, n. 7, p. em2301, 2023. DOI: https://doi.org/10.29333/ejmste/13346.

APA

Li, M. (2023). Chinese mathematics teachers’ TPACK and attitudes toward ICT integration in the post-pandemic era. Eurasia Journal of Mathematics Science and Technology Education, 19(7), em2301. https://doi.org/10.29333/ejmste/13346

BibTeX
@article{li2023,
  author = {Li, Mao},
  title = {Chinese mathematics teachers’ TPACK and attitudes toward ICT integration in the post-pandemic era},
  year = {2023},
  journal = {Eurasia Journal of Mathematics Science and Technology Education},
  volume = {19},
  number = {7},
  pages = {em2301},
  publisher = {Modestum Limited},
  doi = {10.29333/ejmste/13346},
  language = {en}
}
RIS
TY  - JOUR
AU  - Li, Mao
TI  - Chinese mathematics teachers’ TPACK and attitudes toward ICT integration in the post-pandemic era
PY  - 2023
JO  - Eurasia Journal of Mathematics Science and Technology Education
VL  - 19
IS  - 7
SP  - em2301
DO  - 10.29333/ejmste/13346
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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