![]() ![]() A recommendation is that mathematics teaching and learning ICT’s should be integrated as early as possible in initial teacher education curricula. This signified varying conceptions of which ICT tools were appropriate for mathematics teaching and learning. A wide range of ICT tools were identified as applicable to mathematics classrooms. While quantitative results showed that self-efficacy beliefs had the strongest influence on PSTs’ control on ICT integration, the most recurrent self-efficacy theme from interviews was PST’s plea for training in the use of ICT tools. Although survey data showed that the influence of superiors and peers had the strongest influence on subjective norms, interview data contrastingly revealed that learners’ needs and societal expectations in the digital age pressured PSTs more to shift their professional identities. Quantitative results partly affirmed usefulness beliefs as the strongest predictor of attitude, which in turn was the strongest predictor of intentions to integrate mathematics teaching and learning ICTs. We purposefully selected eighteen of the preservice teachers for individual and focus group interviews. ![]() 147 secondary mathematics PST majors at two South African universities responded to the questionnaire. We adopted a sequential mixed-methods design in which a survey questionnaire was the main data collection method followed by focus group and individual interviews. The main research objective was to examine the extent to which PSTs’ beliefs predicted their intentions to integrate ICTs in their classrooms. The purpose of this study was to investigate preservice teachers’ (PSTs') beliefs about their intentions to integrate information and communication technologies (ICTs) in their future mathematics classrooms. Resources need to be availed for a day-to-day integration to be sustainable. Many and barriers could be overcome by early exposure to computer environments. Participants’ own evaluations of their competencies affirmed that early experiences were unpleasant for Preservice teachers had difficulties with computer hardware and software usage and the associatedĬlassroom organisation and management initially but gradually improved and gained confidence. The van Hiele theory for geometric thought development. The competenciesĭisplayed by the participants were described in terms of the instrumental theory for technology use and Geometry software in the teaching and learning of the geometry of quadrilaterals. In workshop and microteaching sessions involving the use of the Geometer’s Sketchpad dynamic Twenty third-year mathematics major preservice teachers participated ![]() Used as an analytical framework together with the van Hiele theory of geometrical thought development.Ī qualitative research approach was used to investigate preservice teachers’ emerging competencies.ĭata were gathered through worksheet productions, lesson observations, open-ended questionnairesĪnd an exit focus group interview. The instrumentalĪpproach to technology integration in the classroom as articulated by Trouche, Artigue and others was The study reported in thisĪrticle attempted to identify and analyse displayed preservice teacher competencies and challengesĮncountered in early experiences with a Sketchpad-mediated learning of geometry. Of an education system is fundamentally defined by the quality of its teachers. The subject of teacher competencies has been a key issue in mathematics education reform as the quality
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