Interdependence of teachers’ beliefs about mathematical modelling and technology

Vorhölter, Katrin; Greefrath, Gilbert

Abstract

The article deals with mathematics teachers’ beliefs about modelling and technology as part of their professional competence. Using three different test instruments on beliefs about modelling, technology and modelling with technology, the beliefs of n = 90 in-service mathematics teachers are assessed to determine whether there are relationships between these three belief facets and their sub-facets. Furthermore, the influence of the sub-facets of beliefs about technology on the relationship between beliefs about modelling and beliefs about modelling with technology is explored. The results show an unexpectedly strong correlation between the beliefs about technology and those about mathematical modelling. In addition, a correlation can be found between the sub-facets on technology beliefs about discovery learning and all sub-facets of beliefs about modelling with technology as well as the sub-facets of modelling. The sub-facet of technology beliefs on support for discovery learning and the sub-facets on disadvantages of technology appear to have a significant influence on beliefs about modelling with technology. Although both beliefs about modelling and beliefs about technology have an influence on beliefs about modelling with technology, beliefs about technology seem to play a more important role here. Thus, for research and teacher education, it is crucial to understand teachers’ beliefs about modelling and technology in a differentiated way and to influence them in a targeted manner. Thus, an implication of this study ist hat adressing beliefs about technology in teacher education may influence both beliefs about technology as well as beliefs about modelling with technology.