The relationship between technological pedagogical content knowledge and belief among preservice mathematics teachers

The increasing interest in exploring beliefs about teaching mathematics with technology has led educators to employ belief systems as a framework for understanding the impact of technology on math instruction. However, the complex nature of pre-service teachers' beliefs in teaching mathematics with technology involves various dimensions. This study aims to investigate the predictive relationship between Technological Pedagogical Content Knowledge (TPACK) sub-components and beliefs in teaching mathematics with technology, revealing a statistically significant direct impact. Utilizing a correlational research approach, we collected data from a cohort of 159 Malaysian pre-service teachers with a focus on mathematics education. Structural Equation Modelling (SEM) was employed to analyze the proposed model. The measurement model exhibited a satisfactory fit with the collected data. Notably, technological knowledge (25 %), technological pedagogical content knowledge (69 %), and technological content knowledge (39 %) significantly influence discovery learning, while technological knowledge (24 %), technological pedagogical content knowledge (74 %), and technological content knowledge (30 %) significantly influence multiple representations. This underscores the critical role of TPACK in shaping educators' perspectives and practices, providing a crucial avenue for enhancing technology integration in teaching mathematics.