Questionnaire on knowledge of university mathematics teachers for technological integration

Abstract

The aim of this research is to develop a self-evaluation questionnaire to measure the knowledge of university mathematics teachers about technological integration in the classroom. The TPACK model is recognized by the scientific community to describe teachers' understanding of the complex interaction between content, pedagogy and technology. The Schmidt et al. (2009) questionnaire is adapted to the field of Mathematics. The questionnaire is made up of 28 items and is assessed using a Likert scale of four levels (1: never; 4: always). The sample was 183 university teachers of Mathematics. The analysis of structural equation models was used to examine the factors of the TPACK model. The results confirm the seven factors model and indicate that the TPACK perceived by teachers correlates positively with all other factors. Finally, it is concluded that the instrument is valid and reliable.