Abstract
ABSTRACT The appropriate use of digital technology in the classroom is very helpful to improve mathematics teaching in elementary school. However, the current situation of elementary school mathematics teachers’ digital teaching behaviour is not optimistic. This study analysed the factors influencing elementary school mathematics teachers’ digital teaching behaviour. A revised unified theory of acceptance and use of technology (UTAUT) model with technological pedagogical content knowledge (TPACK) was used to understand elementary school mathematics teachers’ digital teaching behaviour. A questionnaire survey was conducted in Hunan province of China. Three hundred elementary school mathematics teachers provided valid questionnaire data. The partial least squares structural equation modelling (PLS-SEM) approach was used to analyse the data. It was found that TPACK and facilitating conditions positively and significantly affected digital teaching behaviour of elementary school mathematics teachers, and TPACK was the biggest influential factor. The research results have important implications for improving digital teaching behaviour of elementary school mathematics teachers and promoting digital transformation of elementary school mathematics education.
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