Elementary School Teachers’ Conceptions of Teaching Mathematics with Digital Game-based Teaching
This study aimed to investigate the factors accounting for mathematics teaching self-efficacy and to examine the relationships among Taiwanese teachers’ mathematics teaching self-efficacy, teaching and learning conceptions, technological–pedagogical content knowledge for the digital learning, and attitudes toward game based learning. A total of 195 math teachers from 23 elementary schools in Taiwan were invited to take part in the study. After ensuring the validity and reliability of each questionnaire, the results indicated that each measure had satisfactory validity and reliability. Furthermore, the results revealed that teaching and learning conceptions, technological pedagogical content knowledge for the digital learning, and attitudes toward game-based learning mediated the relationship between teaching and learning conceptions and mathematics teaching self-efficacy, suggesting that knowledge of and attitudes toward digital game-based learning mediated the positive relationship between constructivist conceptions of teaching and learning and outcome expectancy; however, it mediated the negative correlations between traditional conceptions of teaching and learning and teaching efficacy.
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