Pre-service primary teachers’ teaching styles, beliefs about mathematics, mathematics learning and mathematics teaching and attitudes towards the use of technology in mathematics classrooms

Abstract

This paper investigated the pre-service teachers’ teaching styles, beliefs about mathematics, mathematics teaching and learning and attitudes towards the use of technology and their relationships.163pre-service teachers at theUniversity of Valladolid-Spain completed survey questionnaires measuring their preferred teaching styles, beliefs about mathematics learning and teaching and their attitudes towards ICT use in mathematics education. Descriptive statistics, twowayanalysis of variance (ANOVA), k-means clusters analysis and step-wise multiple regression analysis wereperformed in the data analysis phase. The results indicated that pre-service teachers’ year of study had no significant impact on the integration of ICT in the teaching and learning of Mathematics. However, there was a significant impact on gender. Furthermore, all the five teaching styles had a significant impact on the teaching and learning of mathematics and hence the integration of ICT in mathematics classrooms. Age, gender, teaching styles and beliefs were capable predictors for the construction of the regression model. Results of the study indicate that there was a close relationship among the results obtained from all the three multivariate statistical techniques. It was deduced that teaching styles and beliefs about mathematics teaching and learning have a predictive ability on the integration of ICT in mathematics classrooms.