Self-efficacy – the final obstacle on our way to teaching mathematics with technology?

International audienceDespite the potential of digital technology to enhance the learning of mathematics the use of graphing tools with or without computer algebra systems (CAS) remains low. For this reason, there is a need to identify and understand factors that lead to greater technology uptake. In this quantitative study with 198 upper secondary in-service teachers from Germany the relation between self-efficacy beliefs and frequency of technology use in the mathematics classroom is examined. Results show that higher self-efficacy beliefs are strongly associated with a more frequent use of technology. Based on the results, recommendations for teacher education are given