Using the UTAUT-TPACK model to explain digital teaching behaviour of elementary school mathematics teacher

ABSTRACT

The appropriate use of digital technology in the classroom is very helpful to improve mathematics teaching in elementary school. However, the current situation of elementary school mathematics teachers’ digital teaching behaviour is not optimistic. This study analysed the factors influencing elementary school mathematics teachers’ digital teaching behaviour. A revised unified theory of acceptance and use of technology (UTAUT) model with technological pedagogical content knowledge (TPACK) was used to understand elementary school mathematics teachers’ digital teaching behaviour. A questionnaire survey was conducted in Hunan province of China. Three hundred elementary school mathematics teachers provided valid questionnaire data. The partial least squares structural equation modelling (PLS-SEM) approach was used to analyse the data. It was found that TPACK and facilitating conditions positively and significantly affected digital teaching behaviour of elementary school mathematics teachers, and TPACK was the biggest influential factor. The research results have important implications for improving digital teaching behaviour of elementary school mathematics teachers and promoting digital transformation of elementary school mathematics education.

KEYWORDS:

• Elementary school mathematics teacher
• digital teaching
• UTAUT
• TPACK
• PLS-SEM

Acknowledgements

Thanks to all elementary school mathematics teachers of Haibin Kuang master teacher studio and Hui Qu master teacher studio who supported this study.

Disclosure statement

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

Data availability statement

The data are available on reasonable request.

Supplementary material

Supplemental data for this article can be accessed online at https://doi.org/10.1080/02188791.2024.2386165

Additional information

Funding

This study was funded by the Young Scholar Fund of Humanities & Social Science of the Chinese Ministry of Education [grant number: 18YJC880115], the Hunan Provincial General Undergraduate Colleges and Universities Teaching Reform Research Project [grant number: 202401000509], and the Hunan Provincial Education Science“14th Five-Year Plan” Project [grant number: XJK24BSM001].

Notes on contributors

Xin Tang

Xin Tang is currently a graduate student of Hunan Normal University. Her major is subject-specific teaching of mathematics. She will be a doctoral student of East China Normal University from September, 2024.

Zhiqiang Yuan

Zhiqiang Yuan is a full professor of mathematics education at the School of Mathematics and Statistics, Hunan Normal University, Changsha, Hunan, China. He received his PhD in mathematics education from East China Normal University. His current research interests include mathematics teacher education, technology integration, and STEM education.

Haibin Kuang

Haibin Kuang is an elementary school mathematics teacher at the Shazitang Tianhua Primary School, Yuhua District, Changsha, Hunan, China. Hi is also a head of a master teacher studio supported by the Education Department of Hunan Province.

Hui Qu

Hui Qu is an elementary school mathematics teacher at the Chengzhang Experimental School of Hengyang High-tech Industrial Development Zone, Hengyang, Hunan, China. Shi is also a head of a master teacher studio supported by Ministry of Education of China.