A cross-country comparison of mathematics teachers' beliefs about technology in education

dc.contributor.authorMothobi, Neo Jack
dc.contributor.authorVan Ryneveld, Linda
dc.contributor.authorGraham, Marien Alet
dc.date.accessioned2022-08-25T04:48:29Z
dc.date.available2022-08-25T04:48:29Z
dc.date.issued2021
dc.description.abstractThe purpose of this study was to determine how South African learners compared with their selected international counterparts according to their teachers’ views. The analysis was based on predictor variables that are related to the use of computer activities in teaching and learning. These variables were extracted from the 2011 Trends in Mathematics and Science Study teachers’ datasets and linked to the learners’ data. The results revealed that regardless of the socio-economic status between South Africa and each of the countries, it could be claimed that some similarities can be fostered. Similarity does not imply being totally identical, but rather demonstrates which teacher responses between South Africa and each of the countries might have the same structure after the statistical analysis. The differences in teachers’ beliefs between South Africa and all the countries provided vital information about the scope of possible classroom practice and teachers’ inclinations to different teaching approaches.en_US
dc.description.departmentScience, Mathematics and Technology Educationen_US
dc.description.librarianam2022en_US
dc.description.urihttps://www.igi-global.com/journal/IJICTE/1082en_US
dc.identifier.citationMothobi, N., Van Ryneveld, L., Graham, M.A. 2021, 'A cross-country comparison of mathematics teachers' beliefs about technology in education', International Journal of Information and Communication Technology Education, vol. 17, no. 4, pp. 1-13, doi : 10.4018/IJICTE.20211001.oa13.en_US
dc.identifier.issn1550-1876 (print)
dc.identifier.issn1550-1337 (online)
dc.identifier.other10.4018/IJICTE.20211001.oa13
dc.identifier.urihttps://repository.up.ac.za/handle/2263/86943
dc.language.isoenen_US
dc.publisherIGI Globalen_US
dc.rights© 2021, IGI Global. All Rights Reserved. This article published as an Open Access article distributed under the terms of the Creative Commons Attribution License.en_US
dc.subjectCongruent coefficienten_US
dc.subjectGovernment expenditure on Educationen_US
dc.subjectOrthogonal rotationen_US
dc.subjectTeachers’ beliefsen_US
dc.subjectTPACK Frameworken_US
dc.subjectTrends in mathematics and science study (TIMSS)en_US
dc.subjectCategorical principal components analysis (CATPCA)en_US
dc.subjectTechnological pedagogical content knowledge (TPACK)en_US
dc.titleA cross-country comparison of mathematics teachers' beliefs about technology in educationen_US
dc.typeArticleen_US

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