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The relationships of preservice teachers’ dispositions and noticing of technology-integrated mathematics teaching activities

Year: 2025

Type: article

Abstract: This study explores the relationship between preservice teachers’ dispositions and their noticing of learning objectives and pedagogical opportunities supported by technology integration, building on the PID model. A k-means cluster analysis of 87 preservice teachers identified three disposition groups: all-objective , future-oriented objective , and traditional objective groups . The study examined noticing across three classroom scenarios, each representing a different level of preservice teachers’ familiarity with the mathematical teaching topic and technology-integrated instructional approaches in the Taiwanese teaching context. Results showed that the future-oriented objective group had a higher noticing percentage for 21st-century skills and attitudes, while the traditional objective group had a lower noticing percentage in these perspectives. The traditional objective group was more likely to notice task-level opportunities when the vignette content aligned with typical classroom instruction but less so when the content was less conventional. In contrast, the future-oriented objective group was more likely than the others to notice a range of pedagogical opportunities, particularly at the subject and classroom levels.

Source: ZDM

DOI: 10.1007/s11858-025-01727-7

Authors: Feng-Jui Hsieh, Ting-Ying Wang, Chia-Jui Hsieh, Chi-Tai Chu

Institutions: National Taiwan Normal University, National Taipei University of Education

Language: English

Topic: Mathematics Education and Teaching Techniques

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $3,190