Preservice secondary mathematics teachers’ beliefs about the nature of technology in the classroom

This study investigated preservice secondary mathematics teachers ’ (PSTs) beliefs about teaching mathematics with technology, the experiences in which those beliefs were grounded, and how those beliefs were held. Beliefs were defined as dispositions to act. Coherentism and the metaphor of a belief system provided a conceptual framework through which the PSTs ’ beliefs were seen as sensible systems. Coherentism was posited as an alternative way of interpreting apparent inconsistencies between teacher’s beliefs and their practice. Through the qualitative research methodology called ground theory, four PSTs were purposefully selected and studied. Data stories were written that demonstrated the organization and structure of the PSTs ’ belief systems. From an analysis of the PSTs ’ experiences with technology, a theory was posited that focused on the PSTs ’ ownership of learning mathematics with technology. Experience, knowledge, and confidence were the primary factors that constituted ownership. The primary dimensions of the PSTs ’ core beliefs with respect to technology, referred to as their beliefs about the nature of technology in the classroom, were the availability o