Teachers’ information and communication technology (ICT) competences are a key
variable to integrate such resources into the teaching-learning process. While the TPACK
framework has been employed in many studies associated with use of technology in the
classrooms, reports on the pre-service teachers’ development of TPACK-Math are
inadequate to provide comprehensive description. With the aim to investigate the changes
in pre-service primary teachers' perceptions regarding the use of technology subsequent
to their university training in mathematics teaching, this study employed cluster analysis
to categorize teachers into groups based on their self reported TPACK-Math profiles. The
study also employed the one-way Analysis of Variance (ANOVA) to check and identify
the TPACK-Math profile differences of the pre-service primary teachers based on their
year of study and multiple regression analysis to find out which of the TPACK-Math
domains had a significant influence on pre-service primary teachers' attitudes towards
integration of ICT in mathematics instruction. For this purpose, quantitative data analysis
had been made with data from a single survey design study on pre-service primary
teachers’ attitudes toward integration of ICT in instruction that collected information
from a sample of 166 male and female pre-service primary teachers. Cluster analysis
revealed three categories of pre-service teachers' TPACK-Math profiles. ANOVA
revealed significant TPACK-Math profile differences of the pre-service primary teachers
based on their year of study and multiple regression analysis revealed that contextual
knowledge and technological knowledge have the most significant influence on preservice
primary teachers' attitudes toward integration of ICT in instruction for this sample.
