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Teacher Beliefs and Practice When Teaching with Technology: A Latent Profile Analysis

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Uses of Technology in Primary and Secondary Mathematics Education

Part of the book series: ICME-13 Monographs ((ICME13Mo))

Abstract

Designing effective teacher education for teaching mathematics with technology requires a profound understanding of teacher beliefs and classroom practice. In this quantitative study with 160 upper secondary in-service teachers from Germany the relation between technology-related beliefs and classroom practice is examined. A latent profile analysis reveals four subgroups of teachers with respect to the relation of beliefs and practice: “positive beliefs—frequent users”, “positive beliefs—infrequent users”, “negative beliefs—infrequent users” and “negative beliefs—frequent users”. Furthermore, beliefs referring to discovery learning and time constraints show the strongest link to frequency of technology use. Based on the results, recommendations for teacher education are given.

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Authors and Affiliations

  1. University of Duisburg-Essen, Essen, Germany

    Daniel Thurm

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  1. Daniel Thurm
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Correspondence to Daniel Thurm .

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Editors and Affiliations

  1. Melbourne Graduate School of Education, The University of Melbourne, Melbourne, Victoria, Australia

    Lynda Ball

  2. Freudenthal Institute, Utrecht University, Utrecht, The Netherlands

    Paul Drijvers

  3. University of Saarland, Saarbrücken, Germany

    Silke Ladel

  4. Institute of Mathematics, University of Würzburg, Würzburg, Germany

    Hans-Stefan Siller

  5. School of Education, Tel Aviv University, Tel Aviv, Israel

    Michal Tabach

  6. Faculty of Education, Monash University, Melbourne, Victoria, Australia

    Colleen Vale

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Thurm, D. (2018). Teacher Beliefs and Practice When Teaching with Technology: A Latent Profile Analysis. In: Ball, L., Drijvers, P., Ladel, S., Siller, HS., Tabach, M., Vale, C. (eds) Uses of Technology in Primary and Secondary Mathematics Education. ICME-13 Monographs. Springer, Cham. https://doi.org/10.1007/978-3-319-76575-4_25

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  • DOI: https://doi.org/10.1007/978-3-319-76575-4_25

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-76574-7

  • Online ISBN: 978-3-319-76575-4

  • eBook Packages: EducationEducation (R0)

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