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Developing survey-based measures of mathematics teachers' pedagogical technology knowledge: a focus on computational thinking and programming tools.

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Title: Developing survey-based measures of mathematics teachers' pedagogical technology knowledge: a focus on computational thinking and programming tools.
Authors: Turgut, Melih1 (AUTHOR) melih.turgut@ntnu.no, Kohanová, Iveta1 (AUTHOR), Gjøvik, Øistein1 (AUTHOR)
Source: Research in Mathematics Education. Apr2026, Vol. 28 Issue 1, p119-142. 24p.
Subject Terms: *Computational thinking, *Mathematics education, *Teachers, *Teacher attitudes, *Educational technology, Software development tools, Innovation adoption, Rasch models
Abstract: The aim of this research is to develop a survey to explore Norwegian teachers' perceptions regarding integrating computational thinking (CT) and programming tools into mathematics teaching by using Rasch analysis. For this purpose, three measures are developed: mathematical knowledge for teaching (with technology), instrumental genesis and personal orientations, aligning with the components of Pedagogical Technology Knowledge framework. The empirical data to validate and refine the developed measures includes a relatively large sample of 356 Norwegian primary and secondary school mathematics teachers. Through the three measures, analysis of the survey data revealed insights into teacher perceptions and challenges in tool adoption. These results, first, highlighted the complexity of tool integration and the necessity of unpacking country-specific competencies linking CT and programming to mathematics. Second, the results underlined a need for qualitative research to delve deeper into teacher perceptions and understandings of CT and programming to address challenges and enhance classroom practices. [ABSTRACT FROM AUTHOR]
Copyright of Research in Mathematics Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: <searchLink fieldCode="JN" term="%22Research+in+Mathematics+Education%22">Research in Mathematics Education</searchLink>. Apr2026, Vol. 28 Issue 1, p119-142. 24p.
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  Data: The aim of this research is to develop a survey to explore Norwegian teachers' perceptions regarding integrating computational thinking (CT) and programming tools into mathematics teaching by using Rasch analysis. For this purpose, three measures are developed: mathematical knowledge for teaching (with technology), instrumental genesis and personal orientations, aligning with the components of Pedagogical Technology Knowledge framework. The empirical data to validate and refine the developed measures includes a relatively large sample of 356 Norwegian primary and secondary school mathematics teachers. Through the three measures, analysis of the survey data revealed insights into teacher perceptions and challenges in tool adoption. These results, first, highlighted the complexity of tool integration and the necessity of unpacking country-specific competencies linking CT and programming to mathematics. Second, the results underlined a need for qualitative research to delve deeper into teacher perceptions and understandings of CT and programming to address challenges and enhance classroom practices. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Research in Mathematics Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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        Value: 10.1080/14794802.2024.2401482
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      – Code: eng
        Text: English
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      – SubjectFull: Teachers
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      – SubjectFull: Teacher attitudes
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      – SubjectFull: Educational technology
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      – SubjectFull: Software development tools
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      – SubjectFull: Innovation adoption
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      – SubjectFull: Rasch models
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      – TitleFull: Developing survey-based measures of mathematics teachers' pedagogical technology knowledge: a focus on computational thinking and programming tools.
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              Text: Apr2026
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              Y: 2026
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