Primary mathematics technological anxiety: A mixed methods exploratory case study of primary pre-service teachers

Research output: Chapter in Book/Report/Conference proceedingConference contributionpeer-review

Abstract

Using the Technological Pedagogical Content Knowledge (TPACK) survey (Koehler & Mishra, 2008) and an Abbreviated Mathematics Rating Scale (AMARS, Richardson & Suinn, 1972) to measure the Technological Knowledge and Mathematics Anxiety of 30 Postgraduate (PGCE) Primary pre-service teachers, the exploratory case study highlighted several indicators of Mathematics Technological Anxiety. Although data was collected using a variety of quantitative and qualitative measures, only the quantitative findings are initially discussed in this paper. Pre and posttest statistical analyses revealed that although pre-service teachers’ mathematics anxiety levels significantly decreased by the end of the course, technological knowledge did not significantly improve. Additionally, the TPACK survey revealed that technological anxiety ensued when student teachers felt pressurized to utilize technology to improve their personal mathematics content knowledge
Original languageEnglish
Title of host publicationMEI 8: Eighth Conference on Research in Mathematics Education in Ireland
EditorsPAUL GRIMES, MARY KINGSTON
Place of Publicationhttps://doi.org/10.5281/zenodo.5601485
PublisherDublin City University
Pages268- 275
Number of pages7
DOIs
Publication statusPublished - 15 Oct 2021
EventMEI 8: Eighth Conference on Research in Mathematics Education in Ireland - ONLINE
Duration: 15 Oct 202116 Oct 2021
https://www.dcu.ie/instituteofeducation/conference-research-mathematics-education

Conference

ConferenceMEI 8: Eighth Conference on Research in Mathematics Education in Ireland
Abbreviated titleMEI8
Period15/10/2116/10/21
Internet address

Keywords

  • TPACK
  • Teacher Education
  • mathematics education
  • MATHS ANXIETY

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