Measuring the Attitude of Pre-Service Teachers towards the use of Computer in Mathematics at University Level

Abstract

Integration of computers in teaching-learning has been a positive development in the field of education. However, there is a dire need of knowing the use of computers in teaching. Therefore, it is necessary to study the attitude of pre-service teachers related to the use of computers in instructional practices of Mathematics. The current study aims to explore the attitudes of pre-service teachers towards the use of computer in teaching Mathematics. A quantitative approach was used within it descriptive cross-sectional survey research design was adopted. The sample of present the study consists of (n=111) pre-service teachers of teacher training colleges. The reliability of the study was found as Cronbach α=.778. The results revealed that the pre-service teachers have an encouraging attitude towards the usage of computer in Mathematics. Overall, attitudes of pre-service teachers were supporting the idea of technological integration in Mathematic.

The Effectiveness of Van Hiele-Based Instruction Supported by Geometer’s Sketchpad in Enhancing Student Teachers’ Geometry Content Knowledge and Attitudes Towards Technology Integration

“…A comparable result was documented in Teo's (2008) and Mangi et al"s (2021) studies that examined pre-service teachers" attitudes towards the use of computers in mathematics and Moreover, the mean percentage of STs' affective component substantially enhanced after the intervention (from 60.33% to 74.83%) compared to other components that improved by about 10%. implies that supporting Van Hiele-based instruction by GSP provided STs' confidence and filled them with enthusiasm to integrate technology into their future classrooms since STs were able to realize how geometric concepts could be further discussed and perceived through the assistance of GSP.…”

“…As articulated by Teo, the "success of any initiatives to implement technology in an educational program depends strongly upon the support and attitudes of teachers involved" (2008, p. 414). Thus, exploring the student teachers" attitudes towards technology integration was underlined in this study, wherein it is crucial to predict a productive implementation of such technology in future classrooms (Huang & Liaw, 2005;Mangi et al, 2021). Also, it is measured upon Selwyn's (1997) model that determines the attitude through four components: affective, perceived usefulness, perceived control, and behavioral intention (Meng, 2012;Teo, 2008).…”

“…Two instruments were employed in this study (see Appendix I): (A) the GCK test, which was adapted from the TEDS-M (Brese & Tatto, 2012) that stands as the most influential international investigation on pre-service teacher education (Segarra & Julià, 2021). (B) the scale of attitudes towards technology integration, which was constructed upon Selwyn's (1997) model, and its statements were paraphrased based on multiple relevant studies that concentrated on technology integration for samples of pre-service teachers (e.g., Mangi et al, 2021;Meng, 2012;Teo, 2008).…”

“…TPACK also reflects a powerful strategy to train student teachers to incorporate technology in their future teaching of mathematics (Agyei & Voogt, 2011;Zambak & Tyminski, 2020), wherein their attitudes towards technology integration would influence how they are going to implement the technological tools (Belbase et al, 2020). Accordingly, teacher education research revealed that student teachers" knowledge of teaching could be enhanced through content courses that provide opportunities to use mathematics-specific technologies (Niess, 2008;Yigit, 2014); and investigations of their attitudes towards the usage of such technologies in the classroom remains of interest (Mangi et al, 2021).…”

Assessment Practices for Teaching and Learning of Mathematics: The Perception of Pre-service Teachers in District Khairpur, Sindh Pakistan

“…Pakistan practices a national curriculum; all public schools as well as private schools are supposed to follow the national curriculum, which is developed by the Ministry of Education. It provides detailed information about content, strategies, and assessment for each grade level (Mangi, Nandwani, & Rind, 2021).…”