Scales for measuring teacher beliefs in the context of teaching mathematics with technology

Digital mathematical technologies such as function plotters, geometry packages and CAS are an important part of mathematics education. This report provides research-based scales to assess teachers’ T) beliefs about teaching with technology, S) self-efficacy beliefs for teaching with technology and M) teachers’ self-reported modes of technology use. For the sake of completeness, scales for capturing E) epistemological beliefs, which stem from Laschke & Blömeke (2014), are also included.


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