Educational Studies in Mathematics

, Volume 71, Issue 3, pp 299–317 | Cite as

Perceptions that may affect teachers’ intention to use technology in secondary mathematics classes

  • Robyn PierceEmail author
  • Lynda BallEmail author


Technology is available and accessible in many mathematics classrooms. Adopting technology to support teaching and learning requires teachers to change their teaching practices. This paper reports the responses of a diverse cohort of 92 secondary mathematics teachers who chose to respond to an Australian state-wide survey (Mathematics with Technology Perceptions Survey) developed using a Theory of Planned Behaviour framework. The items discussed in this paper targeted mathematics teachers’ perceptions of possible barriers and enablers to their intention to use technology in their teaching. The responses are varied but, overall, strength of agreement with enablers outweighed agreement with perceived barriers. However, it is clear that despite an overall positive attitude towards the use of technology for teaching mathematics, some perceived barriers to change are notable. It is, therefore, helpful if those responsible for professional development, promoting the use of technology, recognise and address these barriers as well as working to strengthening enablers.


Teachers’ perceptions Technology Secondary mathematics Theory of planned behaviour Computer Calculator 



The authors wish to thank the reviewers for their detailed constructive comments and direction to additional literature.


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Copyright information

© Springer Science+Business Media B.V. 2008

Authors and Affiliations

  1. 1.Melbourne Graduate School of EducationThe University of MelbourneVictoriaAustralia

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