Mathematics Teachers’ Perceptions of the Introduction of ICT: The Relationship between Motivation and Use in the Teaching Function

Juan-Manuel Trujillo-Torres, Hossein Hossein-Mohand, Melchor Gómez-García, Hassan Hossein-Mohand and María-Pilar Cáceres-Reche
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Juan-Manuel Trujillo-Torres: Department of Didactics and School Organization, Faculty of Educational Sciences, Universidad de Granada (UGR), 18071 Granada, Spain
Hossein Hossein-Mohand: Department of Pedagogy, Faculty of Teacher Training and Education, Universidad Autónoma de Madrid (UAM), 28049 Madrid, Spain
Melchor Gómez-García: Department of Pedagogy, Faculty of Teacher Training and Education, Universidad Autónoma de Madrid (UAM), 28049 Madrid, Spain
Hassan Hossein-Mohand: Department of Pedagogy, Faculty of Teacher Training and Education, Universidad Autónoma de Madrid (UAM), 28049 Madrid, Spain
María-Pilar Cáceres-Reche: Department of Didactics and School Organization, Faculty of Educational Sciences, Universidad de Granada (UGR), 18071 Granada, Spain

Mathematics, 2020, vol. 8, issue 12, 1-17

Abstract: Digital self-efficacy and the amount of perceived support from the school can improve teachers’ motivation to increase the use of information and communication technology (ICT) in the classroom. Likewise, attitude, perception, gender, and experience of mathematics teachers are factors that influence their use of ICT. This study aimed to analyze the profiles of mathematics teachers, determine the existence of differences between them, and identify the sample size necessary to detect significant differences. A total of 73 high school teachers were included in this cross-sectional study. Teaching practice, ICT resources, ICT in the classroom, skills, and uses of ICT were assessed through a validated 19-item questionnaire. Statistical analysis revealed that the required sample to detect significant differences was 53 subjects. Further, 67.21% of the mathematics teachers surveyed in Melilla were younger than 40 years of age, and 62.30% had less than 6 years of teaching experience. In addition, 81.97 and 47.54% of mathematics teachers stated that they consider themselves to have sufficient ICT resources at home for their work and in the classroom, respectively. Through different clusters, mathematics teachers can be identified and classified according to their motivational and competence profiles in pedagogical and digital areas. In addition, young teachers with some teaching experience had positive perceptions of technology, as reflected by high scores in the motivation indicator for ICT.

Keywords: secondary teacher education; mathematics teachers; digital competence for teachers; professional development; teacher attitudes (search for similar items in EconPapers)
JEL-codes: C (search for similar items in EconPapers)
Date: 2020
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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