Abstract
ABSTRACT The aim of this research is to develop a survey to explore Norwegian teachers’ perceptions regarding integrating computational thinking (CT) and programming tools into mathematics teaching by using Rasch analysis. For this purpose, three measures are developed: mathematical knowledge for teaching (with technology), instrumental genesis and personal orientations, aligning with the components of Pedagogical Technology Knowledge framework. The empirical data to validate and refine the developed measures includes a relatively large sample of 356 Norwegian primary and secondary school mathematics teachers. Through the three measures, analysis of the survey data revealed insights into teacher perceptions and challenges in tool adoption. These results, first, highlighted the complexity of tool integration and the necessity of unpacking country-specific competencies linking CT and programming to mathematics. Second, the results underlined a need for qualitative research to delve deeper into teacher perceptions and understandings of CT and programming to address challenges and enhance classroom practices.
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