Understanding pre-service mathematics teachers’ intentions to use GeoGebra: The role of technological pedagogical content knowledge

Abstract

AbstractThe research investigated the “Technological Pedagogical Content Knowledge” (TPACK) of pre-service mathematics teachers and its impact on their sustained intention to utilize GeoGebra in teaching mathematics. This study introduced a novel research model by extending the “Unified Theory of Acceptance and Use of Technology” (UTAUT) with TPACK. Through “Structural Equation Modeling” (SEM) applied to data collected from 205 pre-service teachers, the research model was evaluated. The results revealed that factors like effort expectancy, social influence, performance expectancy, and TPACK significantly predicted the continuous use intention of GeoGebra. However, no substantial relationship was found concerning facilitating conditions. The findings have managerial and practical implications for academics, teachers, principals, and decision-makers promoting the use of GeoGebra in educational settings.