Abstract
Digital technologies such as multi-representational tools have the potential to enhance the learning of mathematics. In light of this potential, there is a ubiquitous call to integrate such tools into mathematics teaching. However, these technologies are still underused. Teaching with technology is not an easy task and teacher competencies such as knowledge and beliefs are a decisive factor. Therefore, professional development is important to professionalize teachers and support them in using technology in meaningful ways. Despite this need, little is known about the efficacy of professional development programs for teaching mathematics with technology. This quantitative study investigated the efficacy of a half-year professional development program for teaching mathematics with technology, using the methodology of a quasi-experimental design, in Germany. We captured (i) teachers’ beliefs about teaching with technology, (ii) self-efficacy beliefs related to teaching with technology, (iii) epistemological beliefs and (iv) self-reported frequency of technology uptake with quantitative questionnaires in pre- and post-tests. The experimental group (n = 39) participating in the professional development program consisted of mostly novices in using technology for teaching mathematics. Propensity score matching was used to match this group with a control group of teachers (n = 38) who did not participate in the professional development program. The strongest impact of the professional development program was found on teacher’s technology-related beliefs. Frequency of technology use seemed to increase gradually in the experimental group during the professional development program. No effect of the professional development program was found on self-efficacy beliefs and epistemological beliefs. We conclude by deriving recommendations for designing professional development programs related to teaching with technology.
Highlights
Digital technologies in the mathematics classroom have the potential to support mathematical learning by means of new representations, actions and pedagogies (Hegedus et al 2017; Ball et al 2018)
While the study by Jiang et al (2013) focused on dynamic geometry and proved effects of professional development on teachers’ mathematical content knowledge and teaching strategies, our study addresses a professional development program related to multi-representational tools and takes teacher beliefs and frequency of technology use as outcome measures
We pursued the goals of investigating whether the professional development program had an effect on teacher beliefs and frequency of technology use, and of deriving recommendations for the design of professional development programs related to teaching mathematics with technology
Summary
Digital technologies in the mathematics classroom have the potential to support mathematical learning by means of new representations, actions and pedagogies (Hegedus et al 2017; Ball et al 2018). Barzel technology, (ii) self-efficacy beliefs and (iii) beliefs about the nature of mathematics and mathematics learning (Ertmer and Ottenbreit-Leftwich 2010; Thomas and Palmer 2014) In light of these aspects, professional development programs that directly address teachers’ competencies are regarded as important in supporting the development of knowledge, beliefs and practices (Hegedus et al 2017; Clark-Wilson et al 2014; Sztajn et al 2017). While the study by Jiang et al (2013) focused on dynamic geometry and proved effects of professional development on teachers’ mathematical content knowledge and teaching strategies, our study addresses a professional development program related to multi-representational tools and takes teacher beliefs and frequency of technology use as outcome measures. We pursued the goals of investigating whether the professional development program had an effect on teacher beliefs and frequency of technology use, and of deriving recommendations for the design of professional development programs related to teaching mathematics with technology
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