Considering Teachers’ Beliefs, Motivation, and Emotions Regarding Teaching Mathematics With Digital Tools: The Effect of an In-Service Teacher Training

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Mathematics teachers’ motivational and emotional orientations regarding digital tools in mathematics classrooms are key aspects influencing whether and how technology is used to teach mathematics—making the support of those characteristics one central goal for teacher education. In this article we investigated if and how a workshop-based in-service teacher training can foster teachers’ perceived value of digital media in mathematics education, their self-efficacy, and their anxiety towards teaching mathematics with digital tools. In an intervention study with N = 83 in-service teachers with varying teaching experience, we used cluster analysis based on their experience, value, self-efficacy, and anxiety before the intervention to determine three different teacher orientations regarding teaching mathematics with digital tools. Paired sample t-tests with pretest and posttest data revealed that for two of three clusters these beliefs, motivation, and emotions changed in a positive way during the intervention while for the third no change was found. Our study sheds light on the role of motivational and emotional orientations for the implementation of digital tools in mathematics education: it shows that these orientations can be utilized to cluster teachers on this topic and illustrates that these orientations can be successfully fostered—while individual differences may exist in the effect and success of interventions.

Original languageEnglish
Article number723869
JournalFrontiers in Education
Number of pages12
Publication statusPublished - 06.10.2021

Bibliographical note

This work is part of a cooperation between the TUM School of Education (Germany), the Secretaría de Educación de Medellín (Colombia), and the Universidad de Antioquia (Colombia). It was funded by the Heinz Nixdorf Foundation, the Siemens Foundation, and the Deutsches Museum. The open-access publication was funded within a Scholarship for postdoctoral researchers by the Daimler and Benz Foundation given to FR. The funding authorities did not provide support for the preparation of the article, in study design, in the collection, analysis and interpretation of data, in the writing of the report, and in the decision to submit the article for publication.

Publisher Copyright:
© Copyright © 2021 Reinhold, Strohmaier, Finger-Collazos and Reiss.

    Research areas

  • anxiety, fractions, media in education, self-efficacy, teacher education, teacher professional competence, value
  • Educational science