Mothobi, Neo JackVan Ryneveld, LindaGraham, Marien Alet2022-08-252022-08-252021Mothobi, 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.oa13.1550-1876 (print)1550-1337 (online)10.4018/IJICTE.20211001.oa13https://repository.up.ac.za/handle/2263/86943The 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© 2021, IGI Global. All Rights Reserved. This article published as an Open Access article distributed under the terms of the Creative Commons Attribution License.Congruent coefficientGovernment expenditure on EducationOrthogonal rotationTeachers’ beliefsTPACK FrameworkTrends in mathematics and science study (TIMSS)Categorical principal components analysis (CATPCA)Technological pedagogical content knowledge (TPACK)Article