Examining Pre-service Teacher Belief in Technological for Teaching Mathematics
Abstract
Keywords
Full Text:
PDFReferences
Abraham, R. R., & Komattil, R. (2017). Heutagogic approach to developing capable learners. Medical Teacher, 39(3), 295–299. https://doi.org/10.1080/0142159X.2017.1270433
Al-Maroof, R. S., Salloum, S. A., Hassanien, A. E., & Shaalan, K. (2023). Fear from COVID-19 and technology adoption: the impact of Google Meet during Coronavirus pandemic. Interactive Learning Environments, 31(3), 1293–1308. https://www.tandfonline.com/doi/abs/10.1080/10494820.2020.1830121
Baram, E., & Uygun, E. (2016). Putting technological, pedagogical, and content knowledge (TPACK) in action: An integrated TPACK-design-(DBL) approach based learning. Australasian Journal of Educational Technology, 32(2), 47–63. https://doi.org/10.14742/ajet.2551
Beardsley, M., Albó, L., Aragón, P., & Hernández‐Leo, D. (2021). Emergency education effects on teacher abilities and motivation to use digital technologies. British Journal of Educational Technology, 52(4), 1455–1477. https://bera-journals.onlinelibrary.wiley.com/doi/full/10.1111/bjet.13101
Bengtsson, M. (2016). How to plan and perform a qualitative study using content analysis. NursingPlus Open, 2, 8–14. https://doi.org/10.1016/j.npls.2016.01.001
Benson, S. N., & Ward, C. L. (2013). Teaching with technology: Using TPACK to understand teaching expertise in online higher education. Journal of Educational Computing Research, 48(2), 153–172. https://doi.org/10.2190/EC.48.2.c
Bereczki, E. O., & Kárpáti, A. (2021). Technology-enhanced creativity: A multiple case study of digital technology-integration expert teachers’ beliefs and practices. Thinking Skills and Creativity, 39, 100791. https://doi.org/10.1016/j.tsc.2021.100791
Burbules, N. C., Fan, G., & Repp, P. (2020). Five trends of education and technology in a sustainable future. Geography and Sustainability, 1(2), 93–97. https://doi.org/10.1016/j.geosus.2020.05.001
Camilleri, M. A., & Camilleri, A. C. (2020). The sustainable development goal on quality education. In The Future of the UN Sustainable Development Goals: Business Perspectives for Global Development in 2030 (pp. 261–277). Springer, Cham. https://doi.org/10.1007/978-3-030-21154-7_13
Carraher, D., Schliemann, A. D., & Brizuela, B. M. (2001). Can young students operate on unknowns. In Proceedings of the XXV Conference of the International Group for the Psychology of Mathematics Education (pp. 130–140). https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=c8444e284dd12951fb49ca329731b59b659ee212
Ciascai, L., & Zsoldos-Marchis, I. (2016). Study on Teachers’ Beliefs About Teaching. INTED2016 Proceedings, 1(2418), 4439–4445. https://doi.org/10.21125/inted.2016.2106
Creswell, J. W., & Creswell, J. D. (2022). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, 5th Edition. Journal of Electronic Resources in Medical Libraries, 19(1–2), 54–55. https://doi.org/https://doi.org/10.1080/15424065.2022.2046231
Dar, B. A., Ahmad, S., & Basharat, M. (2019). Use and Awareness of Digital Information Resources (DIRS) By Undergraduate Students: A Survey of Government Degree College for Women Anantnag, Jammu and Kashmir. Indian Journal of Information Sources and Services, 9(1), 9–13. https://doi.org/10.51983/ijiss.2019.9.1.604
Dhillon, S., & Murray, N. (2021). An investigation of EAP teachers’ views and experiences of e-learning technology. Education Sciences, 11(2), 54. https://doi.org/10.3390/educsci11020054
Ernest, P. (1989). The Knowledge, Beliefs and Attitudes of the Mathematics Teacher: a model. Journal of Education for Teaching, 15(1), 13–33. https://doi.org/10.1080/0260747890150102
Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher Technology Change. Journal of Research on Technology in Education, 42(3), 255–284. https://doi.org/10.1080/15391523.2010.10782551
Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59(2), 423–435. https://doi.org/10.1016/j.compedu.2012.02.001
Fatimah, H. (2023). Identification Of Tpack Ability In Middle School Science Teachers. INKUIRI: Jurnal Pendidikan IPA, 12(3), 223–227. https://doi.org/10.20961/inkuiri.v12i3.79320
Ferguson, L., & Bråten, I. (2018). Student teachers’ beliefs about learning, teaching, and teaching knowledge: A qualitative study (Teacher Wducation & Practice). In Teacher Education Practice (Vol. 31, Issue 3). https://www.researchgate.net/publication/328420640%0D
Fernández-Batanero, J. M., Román-Graván, P., Reyes-Rebollo, M. M., & Montenegro-Rueda, M. (2021). Impact of educational technology on teacher stress and anxiety: A literature review. International Journal of Environmental Research and Public Health, 18(2), 548. https://doi.org/10.3390/ijerph18020548
Fox, S., & Cowan, R. L. (2015). Revision of the workplace bullying checklist: the importance of human resource management’s role in defining and addressing workplace bullying. Human Resource Management Journal, 25(1), 116–130. https://doi.org/10.1111/1748-8583.12049
Gustafsson, G. (2017). Single case studies vs. multiple case studies: a comparative study [Halmstad University]. https://www.diva-portal.org/smash/get/diva2%3A1064378/FULLTEXT01.pdf
Hamel, J. (1993). Case study methods. Sage Publication. https://methods.sagepub.com/Book/case-study-methods
Hamlaoui, S. (2021). Teachers’ resistance to educational change and innovations in the Middle East and North Africa: A case study of Tunisian universities. In Re-Configurations. Springer Fachmedien Wiesbaden GmbH part of Springer Nature. https://library.oapen.org/bitstream/handle/20.500.12657/42938/1/2021_Book_Re-Configurations.pdf#page=173
Hani, U., Naz, M., & Muhammad, Y. (2021). Exploring In-Service Teachers’ Self-Efficacy Beliefs regarding Online Teaching: .. Global Educational Studies Review, VI(II), 92–104. https://doi.org/10.31703/gesr.2021(vi-ii).09
Hollebrands, K., & Okumuş, S. (2018). Secondary mathematics teachers’ instrumental integration in technology-rich geometry classrooms. Journal of Mathematical Behavior, 49(October), 82–94. https://doi.org/10.1016/j.jmathb.2017.10.003
Jääskelä, P., Häkkinen, P., & Rasku-Puttonen, H. (2017). Teacher Beliefs Regarding Learning, Pedagogy, and the Use of Technology in Higher Education. Journal of Research on Technology in Education, 49(3–4), 198–211. https://doi.org/10.1080/15391523.2017.1343691
Jelatu, S., Sariyasa, & Made Ardana, I. (2018). Effect of GeoGebra-aided REACT strategy on understanding of geometry concepts. International Journal of Instruction, 11(4), 325–336. https://doi.org/10.12973/iji.2018.11421a
Kayembe, C., & Nel, D. (2019). Challenges and opportunities for education in the Fourth Industrial Revolution. African Journal of Public Affairs, 11(3), 79–94. https://hdl.handle.net/10520/EJC-19605d342e
Khairani, R., & Sumarsih, S. (2021). Teacher’s Role in English Classroom Management. REGISTER: Journal of English Language Teaching of FBS-Unimed, 9(1), 1–13. http://download.garuda.kemdikbud.go.id/article.php?article=2457256&val=23426&title=TEACHERS ROLE IN ENGLISH CLASSROOM MANAGEMENT
Koehler, M. J., Mishra, P. (2008). Handbook Technological Pedagogical Content Knowledge for Educations. In Routledge for the American Association Colleges for Teacher Education (pp. 12–18). https://doi.org/10.4324/9781315771328
Koehler, M. J., Mishra, P., Akcaoglu, M., & Rosenberg, J. M. (2013). The Technological Pedagogical Content Knowledge Framework for Teachers and Teacher Educators. ICT Integrated Teacher Mducation Models, 3(December), 1–8. https://www.cemca.org/ckfinder/userfiles/files/ICT teacher education Module 1 Final_May 20.pdf
Levin, T., & Wadmany, R. (2014). Teachers’ beliefs and practices in technology-based classrooms: A developmental view. Journal of Research on Technology in Education, 39(2), 157–181. https://doi.org/10.1080/15391523.2006.10782478
Lie, V., Kauutuk, D. A., Palilingan, R., & Tambingon, H. N. (2022). Technology-Based Learning Management at State Vocational Schools In Minahasa Selatan. Eduvest-Journal of Universal Studies, 2(11), 2316–2329. https://doi.org/10.59188/eduvest.v2i11.646
Lin, C. Y., & Wu, H. K. (2021). Effects of different ways of using visualizations on high school students’ electrochemistry conceptual understanding and motivation towards chemistry learning. Chemistry Education Research and Practice, 22(3), 786–801. https://doi.org/10.1039/d0rp00308e
Lin, T. C., Tsai, C. C., Chai, C. S., & Lee, M. H. (2013). Identifying Science Teachers’ Perceptions of Technological Pedagogical and Content Knowledge (TPACK). Journal of Science Education and Technology, 22(3), 325–336. https://doi.org/10.1007/s10956-012-9396-6
Linder, J. (2017). The Mathematical Base and the Quality of Mathematics Instruction in Primary Education. Open University.
Litvinenko, V. S. (2020). Digital economy as a factor in the technological development of the mineral sector. Natural Resources Research, 29(3), 1521–1541. https://link.springer.com/article/10.1007/s11053-019-09568-4
Loewenberg Ball, D., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389–407. https://doi.org/10.1177/0022487108324554
M, P. (2017). Preparing Teachers For Technology Based Teaching-Learning Using TPACK. I-Manager’s Journal on School Educational Technology, 12(3), 1. https://doi.org/10.26634/jsch.12.3.10384
Maryono, M., Sutawidjaja, A., Subanji, S., & Irawati, S. (2017). Implementation of Pedagogical Content Knowledge (PCK) of Mathematics Teachers in Teaching Practice: A Case Study. International Education Studies, 10(3), 11. https://doi.org/10.5539/ies.v10n3p11
McMullen, J., Brezovszky, B., Hannula-Sormunen, M. M., Veermans, K., Rodríguez-Aflecht, G., Pongsakdi, N., & Lehtinen, E. (2017). Adaptive number knowledge and its relation to arithmetic and pre-algebra knowledge. Learning and Instruction, 49, 178–187. https://doi.org/10.1016/j.learninstruc.2017.02.001
McNeil, N. M., Rittle-Johnson, B., Hattikudur, S., & Petersen, L. A. (2010). Continuity in representation between children and adults: Arithmetic knowledge hinders undergraduates’ algebraic problem solving. Journal of Cognition and Development, 11(4), 437–457. https://doi.org/10.1080/15248372.2010.516421
Mosvold, R., & Fauskanger, J. (2013). Teachers’ beliefs about mathematical knowledge for teaching definitions. International Electronic Journal of Mathematics Education, 8(2–3), 43–61. https://doi.org/10.29333/iejme/273
Muñoz, J. L. R., Ojeda, F. M., Jurado, D. L. A., Peña, P. F. P., Carranza, C. P. M., Berríos, H. Q., & Vasquez-Pauca, M. J. R. (2022). Systematic review of adaptive learning technology for learning in higher education. Eurasian Journal of Educational Research, 98(98), 221–233.
Naik, G. L., Deshpande, M., Shivananda, D. C., Ajey, C. P., & Manjunath Patel, G. C. (2021). Online Teaching and Learning of Higher Education in India during COVID-19 Emergency Lockdown. Pedagogical Research, 6(1), em0090. https://files.eric.ed.gov/fulltext/EJ1287167.pdf
Nazar, R., Chaudhry, I. S., Ali, S., & Faheem, M. (2018). Role of quality education for sustainable development goals (SDGS). International Journal of Social Sciences, 4(2), 486–501. https://doi.org/10.20319/pijss.2018.42.486501
Nunes, T., Bryant, P., & Watson, A. (2006). Key understandings in mathematics learning. Nuffield Foundation. https://www.nuffieldfoundation.org/wp-content/uploads/2019/12/P2.pdf
Nurzannah, N., Muliana, M., Herizal, H., Fajriana, F., & Mursalin, M. (2021). The effect of REACT strategy assisted by GeoGebra software on students’ mathematical representation ability. Malikussaleh Journal of Mathematics Learning (MJML), 4(2), 90. https://doi.org/10.29103/mjml.v4i2.5709
Prihatsanti, U., Suryanto, S., & Hendriani, W. (2018). Menggunakan Studi Kasus sebagai Metode Ilmiah dalam Psikologi. Buletin Psikologi, 26(2), 126. https://doi.org/10.22146/buletinpsikologi.38895
Rao, N., & Baer, P. (2012). “Decent living” emissions: a conceptual framework. Sustainability, 4(4), 656–681. https://doi.org/10.3390/su4040656
Rau, M. A. (2017). How do Students Learn to See Concepts in Visualizations? Social Learning Mechanisms with Physical and Virtual Representations. Journal of Learning Analytics, 4(2). https://doi.org/10.18608/jla.2017.42.16
Rocha, H. (2013). Knowledge for teaching mathematics with technology – A new framework of teacher knowledge. Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education, 4(July 2013), 105–112. https://www.researchgate.net/publication/322699383_Knowledge_for_Teaching_Mathematics_with_Technology_-_a_new_framework_of_teacher_knowedge
Sacristán, A. I. (2019). Technology in Mathematics Teaching. Mathematics Teachers’ Education for Technological Integration: Necessary Knowledge and Possible Online Means for Its Development. Introduction to the Section. https://doi.org/https://doi.org/10.1007/978-3-030-19741-4
Saha, R. A., Ayub, A. F. M., & Tarmizi, R. A. (2010). The effects of GeoGebra on mathematics achievement: Enlightening Coordinate Geometry learning. Procedia - Social and Behavioral Sciences, 8(December 2010), 686–693. https://doi.org/10.1016/j.sbspro.2010.12.095
Saputra, E., & Fahrizal, E. (2019). The Development of Mathematics Teaching Materials through Geogebra Software to Improve Learning Independence. Malikussaleh Journal of Mathematics Learning (MJML), 2(2), 39–44. https://doi.org/10.29103/mjml.v2i2.1860
Sarlin, M., Hidayat, I., Arafat, M. Y., & Cuga, C. (2023). Self-Study Platform (SSP) Based Solar Cell As A Solution In Improving The Learning Quality In Outermost, In Frontier and Under Develop Area. In International Conference on Elementary Education, 5(1), 763–772. http://proceedings2.upi.edu/index.php/icee/article/view/3179
Septian, A., Inayah, S., Suwarman, R. F., & Nugraha, R. (2020). GeoGebra-Assisted Problem Based Learning to Improve Mathematical Problem Solving Ability. 467(Semantik), 67–71. https://doi.org/10.2991/assehr.k.200827.119
Serrano, D. R., Dea‐Ayuela, M. A., Gonzalez‐Burgos, E., Serrano‐Gil, A., & Lalatsa, A. (2019). Technology‐enhanced learning in higher education: How to enhance student engagement through blended learning. European Journal of Education, 54(2), 273–286.
Shifflet, R., & Weilbacher, G. (2015). Teacher Beliefs and Their Influence on Technology Use: A Case Study. Contemporary Issues in Technology and Teacher Education, 15(3), 368–394. https://www.learntechlib.org/primary/p/147400/
Shulman, L. S. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 15(2), 4–14. https://journals.sagepub.com/doi/10.3102/0013189X015002004
Singh, J., Steele, K., & Singh, L. (2021). Combining the best of online and face-to-face learning: Hybrid and blended learning approach for COVID-19, post vaccine, & post-pandemic world. Journal of Educational Technology Systems, 50(2), 140–171.
Singhal, R., Kumar, A., Singh, H., Fuller, S., & Gill, S. S. (2021). Digital device‐based active learning approach using virtual community classroom during the COVID‐19 pandemic. Computer Applications in Engineering Education, 29(5), 1007–1033. https://doi.org/10.1002/cae.22355
Spector, J. M. (2014). Conceptualizing the emerging field of smart learning environments. Smart Learning Environments, 1(1), 1–10. https://doi.org/10.1186/s40561-014-0002-7
Thomas, M. O. J., & Palmer, J. M. (2014). Teaching with Digital Technology: Obstacles and Opportunities. Springer Science, 71–89. https://doi.org/10.1007/978-94-007-4638-1_4
Thurm, D., & Barzel, B. (2020). Effects of a professional development program for teaching mathematics with technology on teachers’ beliefs, self-efficacy and practices. ZDM Mathematics Education, 52, 1411–1422. https://doi.org/10.1007/s11858-020-01158-6
Thurm, D., & Barzel, B. (2022). Teaching mathematics with technology: A multidimensional analysis of teacher beliefs. Educational Studies in Mathematics, 109, 41–63. https://doi.org/10.1007/s10649-021-10072-x
Tyminski, A. M., Haltiwanger, L., Zambak, V. S., Horton, R., & Hedetniemi, T. (2013). Developing inquiry practices in middle grades mathematics teachers: Examining the introduction of technology. Contemporary Issues in Technology & Teacher Education, 13(4), 325–359. https://citejournal.org/wp-content/uploads/2016/04/v13i4mathematics1.pdf
Uluyol, Ç., & Şahin, S. (2016). Elementary school teachers’ ICT use in the classroom and their motivators for using ICT. British Journal of Educational Technology, 47(1), 65–75. https://doi.org/10.1111/bjet.12220
Varol, F. (2013). Elementary school teachers and teaching with technology. The Turkish Online Journal of Educational Technology, 12(3), 85–90. https://files.eric.ed.gov/fulltext/EJ1016857.pdf
Vijayakumar, S., & Ramesh Babu, V. (2018). The Mobile Learning Enhances the Quality of Learning: A Study. Indian Journal of Information Sources and Services, 8(1), 22–26. https://doi.org/10.51983/ijiss.2018.8.1.508
Voss, T., Kunter, M., Kleickmann, T., & Hachfeld, A. (2013). Mathematics Teachers’ Beliefs. In Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers: Results from the COACTIV Project (pp. 249–271). Springer US. https://doi.org/10.1007/978-1-4614-5149-5
Wang, Y. (2021). In-Service Teachers’ Perceptions of Technology Integration and Practices in a Japanese University Context. JALT CALL Journal, 17(1), 45–71. https://files.eric.ed.gov/fulltext/EJ1313359.pdf
Webb, M., & Cox, M. (2004). A review of pedagogy related to information and communications technology. Technology, Pedagogy and Education, 13(3), 235–286. https://doi.org/10.1080/14759390400200183
White, A. L., Way, J., Perry, B., & Southwell, B. (2006). Mathematical attitudes, beliefs and achievement in primary pre-service mathematics teacher education. Mathematics Teacher Education and Development, 7(October), 33–52. https://researchoutput.csu.edu.au/ws/portalfiles/portal/8741137/PID12826.pdf
Winarto, W., Syahid, A., & Saguni, F. (2020). Effectiveness the use of audio visual media in teaching islamic religious education. International Journal of Contemporary Islamic Education, 2(1), 81–107. https://doi.org/10.24239/ijcied.Vol2.Iss1.14
Woods, N., & Calanzaro, M. (1980). Nursing research: theory and practice. Mosby. https://archive.org/details/nursingresearcht00wood
Yin, R. (2009). Case Study Research: Design and Methods (4th ed). Sage Publisher. https://books.google.co.id/books/about/Case_Study_Research.html?id=FzawIAdilHkC&redir_esc=y
Zakrajšek, S. (2019). The Impact Of Modern Technologies On Elementary School Organisation and Teaching Methods. Innovative Issues and Approaches in Social Sciences, 12(3). https://doi.org/10.12959/issn.1855-0541.IIASS-2016-no1-art04
Zhou, L. Y., Fu, J., & He, Y. (2020). A review of 3D printing technologies for soft polymer materials. Advanced Functional Materials, 30(28), 2000187. https://doi.org/10.1002/adfm.202000187
DOI: https://doi.org/10.53400/mimbar-sd.v11i1.68733
Refbacks
- There are currently no refbacks.
Copyright (c) 2024 Mimbar Sekolah Dasar
![Creative Commons License](http://licensebuttons.net/l/by-nc-sa/4.0/88x31.png)
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
View Mimbar Sekolah Dasar Stats