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Technology Integration in Geometry Instruction: SEM Analysis of Pre-Service Mathematics Teachers’ Perspectives and Experiences
Автор(ы)
Дата публикации
6 ноября 2025 г.
Тип
journal article
Том
7
Выпуск
2
Первая страница
272
Последняя страница
295
ISSN
2690-2788
Аннотация
This study aims to examine pre-service mathematics teachers’ perceptions, experiences, and challenges related to using digital tools in geometry education. A total of 229 pre-service teachers participated, most of whom were female (69.2%), under 20 years old (81.7%), and enrolled in bachelor’s-level mathematics education programs (91.7%). Structural Equation Modeling (SEM) was used to examine relationships among factors affecting the effectiveness and pedagogical integration of digital tools in teaching geometry. Results showed significant positive relationships between engagement and motivation, usability and accessibility, and future training and support needs with both learning and teaching effectiveness, as well as pedagogical integration strategies. Surprisingly, reported challenges and barriers did not significantly impact these outcomes, suggesting greater technological proficiency among newer generations or improved usability of digital tools. These findings highlight the importance of motivation, accessible technology, and targeted professional development in supporting effective integration of digital tools into geometry instruction. Implications for teacher education programs and recommendations for future research are discussed.
Области науки (FoS)
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Название
W4416047969.pdf
Описание
Полный текст в открытом доступе, лицензия cc-by; источник: https://curriculumstudies.org/index.php/CS/article/download/587/137
Размер
1,1 MB
Формат
Adobe PDF
Контрольная сумма
(MD5):8f75017e60c60b3e65ec8310a4727af9