How would future mathematicians embrace digital literacy? A TAM model-based analysis

Abstract

The widespread incorporation of digital technologies in higher education requires a thorough understanding of how these tools are embraced and applied, especially in the field of mathematics. This study employs the Technology Acceptance Model (TAM) to examine the adoption of digital tools in university-level mathematics education, focusing on their model-related constructs. Through a detailed analysis of innovative higher educational initiatives like the PAL course series at Carnegie Mellon University and the Xena Project at Imperial College London, our findings indicate that digital literacy significantly enhances conceptual understanding, facilitates advanced research, and improves problem-solving capabilities among students majoring mathematics. The empirical evidence strongly supports the predictive power of the TAM in this educational context, suggesting that increasing the perceived ease of use and usefulness of digital tools can substantially improve their acceptance. These insights underscore the critical role of digital literacy in reshaping educational landscapes and highlight the necessity for educational policies to encourage the development and integration of effective digital tools in mathematical education, thereby preparing future mathematicians for a digitally integrated academic and professional environment.