Unravelling the dynamics of technology integration in mathematics education: A structural equation modelling analysis of TPACK components

Education and Information Technologies, Journal Year: 2024, Volume and Issue: 29(17), P. 23687 - 23715

Published: May 30, 2024

Abstract This quantitative study examined the dynamics of Technological Pedagogical Content Knowledge (TPACK) framework within mathematics education, centring on role Contextual (XK). The research, conducted with middle school teachers in Chongqing, China, employed structural equation modelling (SEM) to explore relationships between various TPACK components. establishes discriminant validity and demonstrates an excellent fit for SEM model. Notably, it uncovers significant correlations framework, a special emphasis influence XK. findings indicate that XK, conjunction (PK), (PCK), (TCK), considerably impacts overall construct. research highlights critical XK key components, such as (TPK), PCK, itself. These results underline importance integrating professional development programs focused TPACK, accentuating its vital effectively technology education. significantly contributes academic understanding TPACK’s complex dynamics. It provides essential insights enhancing integration offering valuable guidance educational practitioners policymakers.

Language: Английский

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Exploring demographic influences on digital technology integration in Chinese primary mathematics education

International Electronic Journal of Mathematics Education, Journal Year: 2025, Volume and Issue: 20(2), P. em0810 - em0810

Published: Jan. 2, 2025

In the evolving landscape of primary mathematics education, this study investigates impact gender, age, teaching experience, educational background, and mathematics-specific education on factors integrating digital technology during post-pandemic era in schools. Data from 554 teachers China, were analyzed using Technological Pedagogical Readiness scale across eleven constructs with Kruskal-Wallis Mann-Whitney <i>U</i> tests for statistical examination. Results indicate a significant difference Content Knowledge (TPACK) construct based female exhibiting stronger integration. Contrary to findings other studies, showed no substantial gender differences, suggesting an equalizing effect potentially propelled by widespread adaptation pandemic. Age experience did not present variations integration, revealing shift previously understood dynamics where younger, less experienced educators considered more technologically-inclined. Educational levels, including junior college, bachelor’s degree, master’s along significantly influence indicating standardization technological engagement regardless academic specialization or background. The study’s insights emphasize necessity inclusive professional development programs that consider these nuances support sustained use beyond

Language: Английский

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AI utilization in primary mathematics education: a case study from a southwestern Chinese city

Education and Information Technologies, Journal Year: 2025, Volume and Issue: unknown

Published: Jan. 6, 2025

Language: Английский

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Factors influencing the use of digital technologies in primary mathematics teaching: Voices from Chinese educators

Education and Information Technologies, Journal Year: 2025, Volume and Issue: unknown

Published: Jan. 14, 2025

Abstract This study examines the multifaceted aspects of using digital technology in Chinese primary mathematics education through qualitative analysis. Participants included eight teachers and five vice-principals from four schools Chongqing. Through in-depth interviews with these leaders, research uncovers a complex interplay internal external influences on use. These range individual attitudes teachers' pedagogical beliefs to systemic factors like infrastructure resource access. Based findings, proposes Technological Pedagogical Readiness framework (TPR), which encapsulates intricate factors. The advocates for balanced consideration influences, such as Content Knowledge (TPACK) towards integration, including educational environment, teacher professional development, challenges, students’ literacy parental community involvement. framework, developed analysis, represents an initial step more comprehensive model education. It informs theoretical discussions practical applications, providing foundation future curriculum training initiatives, policy considerations. study's approach proposing this reflects its developmental nature underscores need further empirical validation. aims inspire continued exploration into strategies enhancing teaching learning era by contributing novel perspective ongoing dialogue

Language: Английский

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Validating a context-specific TPACK scale for primary mathematics education in China

International Electronic Journal of Mathematics Education, Journal Year: 2025, Volume and Issue: 20(2), P. em0819 - em0819

Published: Feb. 7, 2025

This study presents the validation of a Technological Pedagogical Content Knowledge (TPACK) scale tailored explicitly for primary mathematics teachers in China. Recognizing gap context-specific TPACK assessment tools, research aims to provide an instrument that aligns with unique educational landscape Utilizing established scales as prototypes, integrates distinctive construct contextual knowledge encapsulate interplay between technology, pedagogy, content, and Chinese teaching context. A sample 315 from Chongqing, China, participated this study. The scale’s reliability validity were rigorously tested using Cronbach’s alpha confirmatory factor analysis (CFA), ensuring its robustness applicability. findings show high internal consistency, strong indicated by alpha. CFA confirmed structural validity, most fit indices meeting good criteria. Convergent discriminant also demonstrated effectiveness assessing competencies needed integrating technology into teaching. study’s main contribution is development education. advances theoretical understanding China offers practical implications teacher education, curriculum design, policy, emphasizing importance context-sensitive tools.

Language: Английский

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Technological Pedagogical Content Knowledge (TPACK) and Neuroscience for Pedagogical Content Knowledge (PCK)

Advances in educational technologies and instructional design book series, Journal Year: 2025, Volume and Issue: unknown, P. 101 - 156

Published: Feb. 14, 2025

Teaching is a complicated task that requires an interweaving of many kinds specialized knowledge. It ill structured needs teachers to apply complex Effective teaching have integrated knowledge from different domains including technology and the brain. This chapter examines why it important integrate concepts Technological Pedagogical Content Knowledge (TPACK) neuroscience in (PCK) enable design courses facilities effective learning students. begins with brief review PCK, uses, benefits limitations. The rapid advance leads use online extend PCK technological pedagogical content (originally TPCK, now known as TPACK, or technology, pedagogy, knowledge). TPACK framework builds include describes how principles educational can be for teaching.

Language: Английский

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Exploring the digital divide in primary education: A comparative study of urban and rural mathematics teachers’ TPACK and attitudes towards technology integration in post-pandemic China

Education and Information Technologies, Journal Year: 2024, Volume and Issue: unknown

Published: July 12, 2024

Abstract This study investigates disparities in Technological Pedagogical Content Knowledge (TPACK) and attitudes towards digital technology integration among primary mathematics teachers urban rural China. In response to the post-pandemic era’s rapid technological advances, this research highlights divide education. A survey of 366 assessed TPACK proficiency, access, professional development, demographic impact factors like age gender. The instrument, refined through Exploratory Factor Analysis (EFA) confirmed with Confirmatory (CFA), provided reliable measures. Data analysis employed descriptive statistics non-parametric tests (Mann-Whitney U Kruskal-Wallis) explore differences across demographics. Findings reveal stark contrasts between educators. Urban exhibited higher proficiency more favourable technology, likely due enhanced access resources development. Conversely, teachers, challenged by limited support, displayed lower less positive attitudes. Furthermore, younger showed greater ease than older counterparts, no significant gender differences. study’s implications highlight need for tailored development areas equitable policymaking all educational environments. These findings illuminate urban-rural China’s education contribute global understanding diverse settings. Also, enriches academic discourse on equity education, providing a framework comparative international studies policy

Language: Английский

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Exploring Technological Pedagogical Readiness (TPR) in China’s primary mathematics teachers: TPR scale validation

Eurasia Journal of Mathematics Science and Technology Education, Journal Year: 2024, Volume and Issue: 20(7), P. em2469 - em2469

Published: June 14, 2024

This study presents the Technological Pedagogical Readiness (TPR) scale, which aims to assess Chinese primary mathematics teachers’ readiness integrate technology in education China. Based on Content Knowledge (TPACK) and Technology Acceptance Model (TAM) frameworks, TPR scale incorporates factors such as contextual influences, professional development, community involvement. Through an online survey involving 554 teachers, utilizes exploratory confirmatory factor analyses create establish scale’s validity reliability, revealing strong loadings across its constructs. analysis emphasizes effectiveness capturing complexities of integration educational settings. The research underscores importance considering internal teacher like TPACK external institutional support achieve successful integration. Although focus is development validation, application provides valuable insights for developing comprehensive strategies that address individual broader system competencies. study’s findings suggest has wide-ranging applicability, making significant contributions global discourse serving a resource future research, policy-making, practice enhancing diverse contexts.

Language: Английский

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Integrating Artificial Intelligence in Primary Mathematics Education: Investigating Internal and External Influences on Teacher Adoption

International Journal of Science and Mathematics Education, Journal Year: 2024, Volume and Issue: unknown

Published: Oct. 24, 2024

Abstract This study presents an in-depth analysis of the factors influencing adoption and utilisation Artificial Intelligence (AI) in primary mathematics education. Employing a quantitative research design, integrates Technology Acceptance Model (TAM) Technological Pedagogical Content Knowledge (TPACK) with empirical data collected from teachers China. The utilises Partial Least Squares Structural Equation Modelling (PLS-SEM) to explore relationships among key constructs, including teacher attitudes, contextual factors, educational challenges, parental community involvement. findings reveal that attitudes play critical role AI adoption. extends existing literature by focusing on education, highlighting need for targeted professional development initiatives foster positive enhance proficiency technologies. Additionally, underscores significance TPACK its equipping knowledge required effectively integrating into Moreover, explores complex dynamics challenges integration, emphasising systemic approaches include policy changes institutional support. nuanced influence utilisation, particularly through indirect pathways, involvement are also examined, offering new insights multifaceted nature technology settings. It contributes valuable academic discourse integration education offers practical implications educators, policymakers, stakeholders.

Language: Английский

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Developing TPACK through task design: exploring the use of multiple modes of representation and the promotion of mathematical processes

Journal of Education for Teaching International Research and Pedagogy, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 18

Published: Oct. 29, 2024

This research considers the need to train teachers who can effectively integrate technology for teaching and learning mathematics. The primary goal of this is showcase a successful training experience by identifying describing some indicators technological pedagogical content knowledge acquired pre-service early childhood education during their participation in initial programme. Specifically, we focus on different ways representing mathematical concepts processes that be activated including such modes representation. participants were 28 PECTs, organised into groups planned set tasks using teach geometric concepts. results show employed variety representation, translations transformations (connections), fostering emergence processes. Thus, our proposal was satisfactory sense, suggesting its potential applicability across diverse subjects, particularly those which play relevant role. Also, analysis conducted may extrapolated subjects others than

Language: Английский

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