Pre-Service Teachers' TPACK and Attitudes Toward Integration of ICT in Mathematics Teaching

Abstract

The effective integration of Information and Communication Technologies (ICT) in mathematics education has become a challenge for practitioners and researchers. In this sense, the TPACK framework has been employed in many studies associated with the use of ICT in the classrooms. However, reports on the pre-service teachers’ development of TPACK in mathematics teaching and learning environments appear to be still insufficient to provide sound understanding of such an evolution and, in particular, of their perceptions regarding the use of technology subsequent to their university training in mathematics teaching. With this purpose in mind, through a single survey design study, information from a sample of 166 pre-service primary teachers has been collected and a multiple regression analysis has been performed leading to a predictive model where contextual knowledge and technological knowledge in pre-service teachers' TPACK contain best information to be able to predict their attitudes towards the integration of ICT in the mathematics classroom.