The Why and How prospective mathematics teachers want to employ digital mathematics tools in classrooms

Abstract

Digital mathematics tools range from simple pocket calculators to computer algebra systems and dynamic geometry software up to AI applications for confirming mathematical proofs. Our study aims to identify what motivates prospective mathematics teachers to employ digital mathematics tools in their prospective teaching and how their behavioral intentions affect different forms of technology use. To achieve our research aim, we conducted a digital questionnaire study in which 489 prospective mathematics teachers participated. In terms of completeness, the data of 409 participants could be used for further analysis. The structural equation model analyses conducted in our study indicate that especially Performance Expectancy (β = 0.359) and Facilitating Conditions (β = 0.424) significantly influence the behavioral intentions of prospective mathematics teachers to use digital mathematics tools. In turn, behavioral intentions significantly influence how prospective mathematics teachers want to use digital mathematics tools in the classroom. Our findings highlight that Behavioral Intentions act as a key link between technology acceptance and Cognitive Engagement in prospective mathematics teachers. Additionally, demographic factors such as age, gender, and study progress moderate these relationships. These insights can inform teacher training programs by tailoring support to different groups to ensure more effective integration of digital tools in mathematics classrooms.