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Factors Shaping Teachers' Beliefs about ICT Use in Mathematics Teaching

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Title: Factors Shaping Teachers' Beliefs about ICT Use in Mathematics Teaching
Language: English
Authors: Duong Huu Tong (ORCID 0000-0002-4522-9760), Hoang Thi Nguyen (ORCID 0009-0002-9348-6072), Tien-Trung Nguyen (ORCID 0000-0002-3320-8962), Trinh Tuyet Thi Le (ORCID 0000-0003-3970-9773), Xuan Mai Vo (ORCID 0009-0006-1972-3999), Le Viet Minh Triet (ORCID 0000-0002-3949-2618), Tang Minh Dung (ORCID 0000-0001-5401-1395)
Source: Contemporary Educational Technology. 2026 18(1):629.
Availability: Contemporary Educational Technology. Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey. e-mail: editor@cedtech.net; Web site: http://www.cedtech.net
Peer Reviewed: Y
Page Count: 19
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Teacher Attitudes, Mathematics Instruction, Technology Uses in Education, Secondary School Teachers, Self Efficacy, Secondary School Students, Social Influences, Peer Influence, Administrators, Foreign Countries, Mathematics Teachers
Geographic Terms: Vietnam
ISSN: 1309-517X
Abstract: While information and communications technology (ICT) plays an increasingly pivotal role in transforming mathematics teaching and learning, the influence of teachers' beliefs often acts as either a bridge or a barrier between technological possibilities and actual classroom practices. This study was conducted to determine the factors that influence teachers' beliefs about incorporating ICT into mathematics teaching. Accordingly, a survey study with a quantitative analysis method using SPSS software was deployed through the use of questionnaires designed on the Likert scale (6 levels), with 422 secondary school teachers in 32 different provinces and cities in Vietnam participating in the feedback. The research findings indicate that self-efficacy beliefs and subjective norms from colleagues and students have a significant influence on secondary school teachers' beliefs about integrating ICT into mathematics teaching. In contrast, beliefs about ICT support and subjective norms from superiors have a minimal influence on these beliefs. Based on the achieved results and existing limitations, the study proposes directions for teacher training and educational management, as well as new research directions for the future.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1499520
Database: ERIC
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  Data: Factors Shaping Teachers' Beliefs about ICT Use in Mathematics Teaching
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  Data: <searchLink fieldCode="AR" term="%22Duong+Huu+Tong%22">Duong Huu Tong</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4522-9760">0000-0002-4522-9760</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hoang+Thi+Nguyen%22">Hoang Thi Nguyen</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0002-9348-6072">0009-0002-9348-6072</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tien-Trung+Nguyen%22">Tien-Trung Nguyen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3320-8962">0000-0002-3320-8962</externalLink>)<br /><searchLink fieldCode="AR" term="%22Trinh+Tuyet+Thi+Le%22">Trinh Tuyet Thi Le</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3970-9773">0000-0003-3970-9773</externalLink>)<br /><searchLink fieldCode="AR" term="%22Xuan+Mai+Vo%22">Xuan Mai Vo</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0006-1972-3999">0009-0006-1972-3999</externalLink>)<br /><searchLink fieldCode="AR" term="%22Le+Viet+Minh+Triet%22">Le Viet Minh Triet</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3949-2618">0000-0002-3949-2618</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tang+Minh+Dung%22">Tang Minh Dung</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5401-1395">0000-0001-5401-1395</externalLink>)
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  Data: Contemporary Educational Technology. Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey. e-mail: editor@cedtech.net; Web site: http://www.cedtech.net
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  Data: While information and communications technology (ICT) plays an increasingly pivotal role in transforming mathematics teaching and learning, the influence of teachers' beliefs often acts as either a bridge or a barrier between technological possibilities and actual classroom practices. This study was conducted to determine the factors that influence teachers' beliefs about incorporating ICT into mathematics teaching. Accordingly, a survey study with a quantitative analysis method using SPSS software was deployed through the use of questionnaires designed on the Likert scale (6 levels), with 422 secondary school teachers in 32 different provinces and cities in Vietnam participating in the feedback. The research findings indicate that self-efficacy beliefs and subjective norms from colleagues and students have a significant influence on secondary school teachers' beliefs about integrating ICT into mathematics teaching. In contrast, beliefs about ICT support and subjective norms from superiors have a minimal influence on these beliefs. Based on the achieved results and existing limitations, the study proposes directions for teacher training and educational management, as well as new research directions for the future.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 629
    Subjects:
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Secondary School Teachers
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      – SubjectFull: Self Efficacy
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      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: Social Influences
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      – SubjectFull: Peer Influence
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Mathematics Teachers
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      – SubjectFull: Vietnam
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