Prospective elementary teachers’ attitude toward technology-based mathematics assessment

Abstract

This research is motivated by the rapid development of information communication and technology (ICT) in the era of the industrial revolution 4.0. Most teachers seem to be unfamiliar with the use of technology in teaching and learning mathematics. In the present study, we are interested in investigating prospective elementary teachers’ attitudes towards technology-based mathematics assessment. We surveyed 70 prospective elementary teachers from a teacher education study program in Riau province, Indonesia. The study results show that prospective elementary teachers have positive attitudes towards the technology-based mathematics assessment. More than 75% and 55% of third and first-year students agreed with technology usage in mathematics assessment. They provided several reasons underlying the agreeableness of technology-based mathematics assessment, such as innovation, practices, and need to be used in line with the current situation.