Abstract
Mathematics teachers’ motivational and emotional orientations regarding digital tools in mathematics classrooms are key aspects influencingwhetherandhowtechnology is used to teach mathematics—making the support of those characteristics one central goal for teacher education. In this article we investigated if and how a workshop-based in-service teacher training can foster teachers’ perceived value of digital media in mathematics education, their self-efficacy, and their anxiety towards teaching mathematics with digital tools. In an intervention study withN= 83 in-service teachers with varying teaching experience, we used cluster analysis based on their experience, value, self-efficacy, and anxietybeforethe intervention to determine three different teacher orientations regarding teaching mathematics with digital tools. Paired samplet-tests with pretest and posttest data revealed that for two of three clusters these beliefs, motivation, and emotions changed in a positive way during the intervention while for the third no change was found. Our study sheds light on the role of motivational and emotional orientations for the implementation of digital tools in mathematics education: it shows that these orientations can be utilized to cluster teachers on this topic and illustrates that these orientations can be successfully fostered—while individual differences may exist in the effect and success of interventions.
Highlights
The implementation of digital tools is one of the key challenges in education today (Hooft Graafland, 2018; OECD, 2018)
Value of Digital Tools in Mathematics Classrooms With the concept of teachers’ individual perceived value of digital tools for the teaching and learning of mathematics, we summarize one central motivational aspect concerning the integration of technology into their teaching practice
Regarding the findings presented it seems reasonable that altering teachers’ most prominent—yet mostly diverse—perceived value of digital tools in mathematics education should be one goal for teacher education (Ertmer, 2005; Ertmer et al, 2006; Cheon et al, 2010; Ertmer and Ottenbreit-Leftwich, 2010)
Summary
The implementation of digital tools is one of the key challenges in education today (Hooft Graafland, 2018; OECD, 2018). Apart from cognitive aspects such as knowledge of how to integrate and use digital tools in classroom practice, professional teaching competence is assumed to include a range of beliefs, motivation, and emotions (Baumert and Kunter, 2013)—which play an important role in how Teachers’ Beliefs, Motivation, and Emotions students can benefit from learning scenarios in the classroom (Kagan, 1992; Pajares, 1992; Borg, 2001). Such motivational and emotional orientations are of specific importance for teaching with digital tools, because new technological advances are often met with skepticism or reservations. Despite there being some research on teachers’ motivational and emotional orientations regarding digital tools in mathematics education, a still not fully answered question is how these variables can successfully be fostered through teacher training programs, or which teachers will benefit the most from these trainings
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