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Technology-Related Beliefs and the Mathematics Classroom: Development of a Measurement Instrument for Pre-Service and In-Service Teachers

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Views and Beliefs in Mathematics Education

Abstract

Beliefs referring to teaching and learning mathematics with technology play an important role when teachers are integrating technology into their classrooms. However, there has been a lack of instruments to measure those beliefs in detail. In this paper, we contribute a detailed inventory to measure technology-related beliefs of in-service and pre-service teachers. This instrument—a questionnaire—is analyzed with data from 246 pre-service and 199 in-service teachers using confirmatory factor analysis. It is found that beliefs of in-service teachers can be measured in more detail than those of pre-service teachers, mainly due to a longer experience and a correspondingly more differentiated system of beliefs.

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Notes

  1. 1.

    It is not possible to list all reliabilities (as well as correlations) here due to space restriction. However, they can be found in Thurm et al. (2017).

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Acknowledgements

We would like to thank the reviewers and editors for their critical remarks.

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Authors and Affiliations

  1. University of Duisburg-Essen, Essen, Germany

    Marcel Klinger, Daniel Thurm, Christos Itsios & Joyce Peters-Dasdemir

Authors
  1. Marcel Klinger
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  2. Daniel Thurm
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  3. Christos Itsios
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  4. Joyce Peters-Dasdemir
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Corresponding author

Correspondence to Marcel Klinger .

Editor information

Editors and Affiliations

  1. Institute of Mathematics Education, University of Cologne, Cologne, Nordrhein-Westfalen, Germany

    Benjamin Rott

  2. Faculty of Mathematics, University of Duisburg-Essen, Essen, Nordrhein-Westfalen, Germany

    Günter Törner

  3. Faculty of Mathematics, Universität Duisburg-Essen, Essen, Nordrhein-Westfalen, Germany

    Joyce Peters-Dasdemir

  4. Faculty of Mathematics, University of Duisburg-Essen, Essen, Nordrhein-Westfalen, Germany

    Anne Möller

  5. Institute of Mathematics Education, University of Cologne, Cologne, Nordrhein-Westfalen, Germany

    Safrudiannur

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Klinger, M., Thurm, D., Itsios, C., Peters-Dasdemir, J. (2018). Technology-Related Beliefs and the Mathematics Classroom: Development of a Measurement Instrument for Pre-Service and In-Service Teachers. In: Rott, B., Törner, G., Peters-Dasdemir, J., Möller, A., Safrudiannur (eds) Views and Beliefs in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-030-01273-1_21

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  • DOI: https://doi.org/10.1007/978-3-030-01273-1_21

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  • Online ISBN: 978-3-030-01273-1

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