Abstract
Twenty-five final-year undergraduate students of primary education who were attending a course on mathematics education participated in a research project during the 2009 spring semester. A repeated measures experimental design was used. Quantitative data on students’ computer attitudes, self-efficacy in ICT, attitudes toward educational software, and self-efficacy in maths were collected. Data analysis showed a statistically non-significant improvement on participants’ computer attitudes and self-efficacy in ICT and ES, but a significant improvement of self-efficacy in mathematics.
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Doukakis, S., Chionidou-Moskofoglou, M., Mangina-Phelan, E., Roussos, P. (2010). Measuring Technological and Content Knowledge of Undergraduate Primary Teachers in Mathematics. In: Lytras, M.D., et al. Technology Enhanced Learning. Quality of Teaching and Educational Reform. TECH-EDUCATION 2010. Communications in Computer and Information Science, vol 73. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-13166-0_57
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DOI: https://doi.org/10.1007/978-3-642-13166-0_57
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