Perceptions of technology integration in algebra instruction among pre-service mathematics teachers: a case study in the Upper East region of Ghana

Abstract

The study examines pre-service mathematics teachers’ perceptions of the integration of technology into algebra education. With the growing emphasis on technology in education, it is crucial to understand how pre-education teachers see technology and engage in it when teaching mathematics. The research aims to gain a view of their beliefs, attitudes, and experiences regarding the integration of technology into algebraic teaching, and the advantages and challenges they experience in implementing them. The study adopted the quantitative approach to research and a descriptive survey design. The purposive sampling technique was used to sample 73 respondents for the study. Descriptive and inferential statistics were used to analyze the data. The findings highlight that preservice mathematics teachers in the Upper East Region of Ghana have a strong and positive perception about technology integration and this perception does not differ by age. The study further revealed that the factors that strongly influence their perception are teacher education programs, self-efficacy, prior experience and their attitude. The results of this research can inform teacher training programs and professional development initiatives and provide valuable insights into the preparation and support required for pre-education teachers to effectively integrate technology into algebraic instruction. By understanding and addressing the views of pre-service teachers, educational stakeholders can improve their ability to use technology as a teaching tool, which will encourage more interactive and effective algebra education in the digital age.

Keywords:

• Self-efficacy
• technological knowledge
• technology integration
• perception
• teacher education

REVIEW EDITOR:

• Shuyan Wang, The University of Southern Mississippi, Hattiesburg, MS, United States

SUBJECTS:

• Adult Education and Lifelong Learning
• Teachers & Teacher Education, Higher Education

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Stanley Appiah Essuman

Mr Stanley Appiah Essuman is a lecturer and Head of the Department of Education of Regentropfen University College and a doctorial student at the University for Development Studies, whose interests are in research methods, mathematics for basic schools, assessment in education and TPACK.

Eric Magnus Wilmot

Prof. Eric Magnus Wilmot is the Vice Chancellor for the C.K Tedam University for Technology and Applied Sciences whose interest is in mathematics education, curriculum studies and TPACK.