Eurasia Journal of Mathematics, Science and Technology Education

• Alabdulaziz, M. S. (2021). COVID-19 and the use of digital technology in mathematics education. Education and Information Technologies, 26, 7609-7633. https://doi.org/10.1007/s10639-021-10602-3
• Blannin, J. (2022). Beginning teaching with digital technology. SAGE.
• Boone, H., & Boone, D. (2012). Analyzing Likert data. Journal of Extension, 50(2). https://doi.org/10.34068/joe.50.02.48
• Brown, T. A. (2015). Confirmatory factor analysis for applied research. Guilford Publications.
• Byrne, B. M. (2016). Structural equation modeling with Amos basic concepts, applications, and programming. Routledge. https://doi.org/10.4324/9781315757421
• Cao, Y., Zhang, S., Chan, M. C. E., & Kang, Y. (2021). Post-pandemic reflections: Lessons from Chinese mathematics teachers about online mathematics instruction. Asia Pacific Education Review, 22(2), 157-168. https://doi.org/10.1007/s12564-021-09694-w
• Chai, C. S., Koh, J. H. l., & Tsai, C. C. (2011). Exploring the factor structure of the constructs of technological, pedagogical, content knowledge (TPACK). The Asia-Pacific Education Researcher, 20(3), 595-603. https://repository.nie.edu.sg/bitstream/10497/4790/3/TAPER-20-3-595.pdf
• Chai, C. S., Ng, E. M. W., Li, W., Hong, H. Y., & Koh, J. H. L. (2013). Validating and modelling technological pedagogical content knowledge framework among Asian preservice teachers. Australasian Journal of Educational Technology, 29(1), 41-53. https://doi.org/10.14742/ajet.174
• Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education. Routledge. https://doi.org/10.4324/9781315456539
• Costello, A. B., & Osborne, J. (2005). Best practices in exploratory factor analysis: Four recommendations for getting the most from your analysis. Practical Assessment, Research, and Evaluation, 10(1), 7. https://doi.org/10.7275/jyj1-4868
• Creswell, J. W., & Clark, V. L. P. (2018). Designing and conducting mixed methods research. SAGE.
• Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16(3), 297-334. https://doi.org/10.1007/BF02310555
• Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340. https://doi.org/10.2307/249008
• DeCoito, I., & Estaiteyeh, M. (2022). Transitioning to online teaching during the COVID-19 pandemic: An exploration of STEM teachers’ views, successes, and challenges. Journal of Science Education and Technology, 31(3), 340-356. https://doi.org/10.1007/s10956-022-09958-z
• DeVellis, R. F. (2017). Scale development theory and applications. SAGE.
• Dexter, S. (2008). Leadership for IT in schools. In J. Voogt, & G. Knezek (Eds.), International handbook of information technology in primary and secondary education (pp. 543-554). Springer. https://doi.org/10.1007/978-0-387-73315-9_32
• Doorman, M., Drijvers, P., Gravemeijer, K., Boon, P., & Reed, H. (2012). Tool use and the development of the function concept: From repeated calculations to functional thinking. International Journal of Science and Mathematics Education, 10, 1243-1267. https://doi.org/10.1007/s10763-012-9329-0
• Drijvers, P. (2015). Digital technology in mathematics education: Why it works (or doesn’t). In S. J. Cho (Ed.), Proceedings of the 12^th International Congress on Mathematical Education (pp. 135-151). Springer. https://doi.org/10.1007/978-3-319-17187-6_8
• Drijvers, P., Tabach, M., & Vale, C. (2018). Uses of technology in K-12 mathematics education: Concluding remarks. In L. Ball, P. Drijvers, S. Ladel, H.-S. Siller, M. Tabach, & C. Vale (Eds.), Uses of technology in primary and secondary mathematics education tools, topics and trends (pp. 421-435). Springer. https://doi.org/10.1007/978-3-319-76575-4
• Eickelmann, B., & Vennemann, M. (2017). Teachers’ attitudes and beliefs regarding ICT in teaching and learning in European countries. European Educational Research Journal, 16(6), 733-761. https://doi.org/10.1177/1474904117725899
• Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255-284. https://doi.org/10.1080/15391523.2010.10782551
• Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59(2), 423-435. https://doi.org/10.1016/j.compedu.2012.02.001
• Field, A. (2013). Discovering statistics using IBM SPSS statistics. SAGE.
• Fowler Jr, F. J. (2013). Survey research methods. SAGE.
• Frank, K. A., Zhao, Y., & Borman, K. (2004). Social capital and the diffusion of innovations within organizations: The case of computer technology in schools. Sociology of Education, 77(2), 148-171. https://doi.org/10.1177/003804070407700203
• Graham, C. R. (2011). Theoretical considerations for understanding technological pedagogical content knowledge (TPACK). Computers & Education, 57(3), 1953-1960. https://doi.org/10.1016/j.compedu.2011.04.010
• Gurer, M. D. (2021). Examining technology acceptance of pre-service mathematics teachers in Turkey: A structural equation modeling approach. Education and Information Technologies, 26(4), 4709-4729. https://doi.org/10.1007/s10639-021-10493-4
• Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2018). Multivariate data analysis. Cengage Learning EMEA.
• Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275-285. https://doi.org/10.1016/j.susoc.2022.05.004
• Heitink, M., Voogt, J., Verplanken, L., van Braak, J., & Fisser, P. (2016). Teachers’ professional reasoning about their pedagogical use of technology. Computers & Education, 101, 70-83. https://doi.org/10.1016/j.compedu.2016.05.009
• Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55(3), 223-252. https://doi.org/10.1007/s11423-006-9022-5
• Higgins, S., Beauchamp, G., & Miller, D. (2007). Reviewing the literature on interactive whiteboards. Learning, Media and Technology, 32(3), 213-225. https://doi.org/10.1080/17439880701511040
• Jang, S. J., & Tsai, M. F. (2012). Exploring TPACK of Taiwanese elementary mathematics and science teachers with respect to use of interactive whiteboards. Computers & Education, 59(2), 327-338. https://doi.org/10.1016/j.compedu.2012.02.003
• Johns, C., & Mills, M. (2021). Online mathematics tutoring during the COVID-19 pandemic: Recommendations for best practices. Primus, 31(1), 99-117. https://doi.org/10.1080/10511970.2020.1818336
• Kaiser, H. F. (1974). An index of factorial simplicity. Psychometrika, 39(1), 31-36. https://doi.org/10.1007/BF02291575
• Kartal, B., & Çınar, C. (2022). Preservice mathematics teachers’ TPACK development when they are teaching polygons with GeoGebra. International Journal of Mathematical Education in Science and Technology, 55(5), 1171-1203. https://doi.org/10.1080/0020739X.2022.2052197
• Khong, H., Celik, I., Le, T. T. T., Lai, V. T. T., Nguyen, A., & Bui, H. (2023). Examining teachers’ behavioral intention for online teaching after COVID-19 pandemic: A large-scale survey. Education and Information Technologies, 28(5), 5999-6026. https://doi.org/10.1007/s10639-022-11417-6
• Kuhail, M. A., Alturki, N., Alramlawi, S., & Alhejori, K. (2022). Interacting with educational chatbots: A systematic review. Education and Information Technologies, 28(1), 973-1018. https://doi.org/10.1007/s10639-022-11177-3
• Li, B. (2022). Ready for online? Exploring EFL teachers’ ICT acceptance and ICT literacy during COVID-19 in mainland China. Journal of Educational Computing Research, 60(1), 196-219. https://doi.org/10.1177/07356331211028934
• Li, M. (2023). Chinese mathematics teachers’ TPACK and attitudes toward ICT integration in the post-pandemic era. EURASIA Journal of Mathematics, Science and Technology Education, 19(7), em2301. https://doi.org/10.29333/ejmste/13346
• Li, M., & Li, B. (2024). Unravelling the dynamics of technology integration in mathematics education: A structural equation modelling analysis of TPACK components. Education and Information Technologies. https://doi.org/10.1007/s10639-024-12805-w
• Li, M., Noori, A. Q., & Li, Y. (2023). Development and validation of the secondary mathematics teachers’ TPACK scale: A study in the Chinese context. EURASIA Journal of Mathematics, Science and Technology Education, 19(11), em2350. https://doi.org/10.29333/ejmste/13671
• Li, M., Vale, C., Tan, H., & Blannin, J. (2024). A systematic review of TPACK research in primary mathematics education. Mathematics Education Research Journal. https://doi.org/10.1007/s13394-024-00491-3
• Loong, E. Y. K., & Herbert, S. (2018). Primary school teachers’ use of digital technology in mathematics: The complexities. Mathematics Education Research Journal, 30(4), 475-498. https://doi.org/10.1007/s13394-018-0235-9
• Mishra, P. (2019). Considering contextual knowledge: TPACK diagram gets an upgrade. Journal of Digital Learning in Teacher Education, 35(2), 76-78. https://doi.org/10.1080/21532974.2019.1588611
• Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
• Mishra, P., Warr, M., & Islam, R. (2023). TPACK in the age of ChatGPT and generative AI. Journal of Digital Learning in Teacher Education, 39(4), 235-251. https://doi.org/10.1080/21532974.2023.2247480
• Muir, T., Callingham, R., & Beswick, K. (2016). Using the IWB in an early years mathematics classroom: An application of TPACK framework. Journal of Digital Learning in Teacher Education, 32(2), 63-72. https://doi.org/10.1080/21532974.2016.1138913
• Niess, M. L. (2016). Technological pedagogical content knowledge (TPACK) framework for K-12 teacher preparation: Emerging research and opportunities. IGI Global. https://doi.org/10.4018/978-1-5225-1621-7
• Polly, D. (2014). Elementary school teachers’ use of technology during mathematics teaching. Computers in the Schools, 31(4), 271-292. https://doi.org/10.1080/07380569.2014.969079
• Porras-Hernández, L. H., & Salinas-Amescua, B. (2013). Strengthening TPACK: A broader notion of context and the use of teacher’s narratives to reveal knowledge construction. Journal of Educational Computing Research, 48(2), 223-244. https://doi.org/10.2190/EC.48.2.f
• Roni, S. M. (2021). Data analysis with SPSS for survey-based research. Springer.
• Rueda, S., & Adán, R. (2019). TPACK: Technological, pedagogical and content model necessary to improve the educational process on mathematics through a web application? International Electronic Journal of Mathematics Education, 1(1). https://doi.org/10.29333/iejme/5887
• Sahin, I. (2011). Development of survey of technological pedagogical and content knowledge (TPACK). TOJET the Turkish Online Journal of Educational Technology, 10(1), 97-105. https://eric.ed.gov/?id=EJ926558
• Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological pedagogical content knowledge (TPACK): The development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123-149. https://doi.org/10.1080/15391523.2009.10782544
• Scott, K. C. (2021). A review of faculty self-assessment TPACK instruments (January 2006-March 2020). International Journal of Information and Communication Technology Education, 17(2), 118-137. https://doi.org/10.4018/IJICTE.2021040108
• Shi, Y., Zhang, J., Yang, H., & Yang, H. H. (2021). Effects of interactive whiteboard-based instruction on students’ cognitive learning outcomes: A meta-analysis. Interactive Learning Environments, 29(2), 283-300. https://doi.org/10.1080/10494820.2020.1769683
• Sperling, K., Stenliden, L., Nissen, J., & Heintz, F. (2022). Still w(AI)ting for the automation of teaching: An exploration of machine learning in Swedish primary education using actor-network theory. European Journal of Education, 57(4), 584-600. https://doi.org/10.1111/ejed.12526
• Tabachnick, B. G., Fidell, L. S., & Ullman, J. B. (2013). Using multivariate statistics. Pearson.
• Teo, T., Lee, C. B., & Chai, C. S. (2008). Understanding pre-service teachers’ computer attitudes: Applying and extending the technology acceptance model. Journal of Computer Assisted Learning, 24(2), 128-143. https://doi.org/10.1111/j.1365-2729.2007.00247.x
• Teo, T., Milutinovic, V., Zhou, M. M., & Bankovic, D. (2017). Traditional vs. innovative uses of computers among mathematics pre-service teachers in Serbia. Interactive Learning Environments, 25(7), 811-827. https://doi.org/10.1080/10494820.2016.1189943
• Teo, T., Sang, G., Mei, B., & Hoi, C. K. W. (2019). Investigating pre-service teachers’ acceptance of Web 2.0 technologies in their future teaching: A Chinese perspective. Interactive Learning Environments, 27(4), 530-546. https://doi.org/10.1080/10494820.2018.1489290
• Tondeur, J., van Braak, J., Ertmer, P. A., & Ottenbreit-Leftwich, A. (2017). Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: A systematic review of qualitative evidence. Educational Technology Research and Development, 65(3), 555-577. https://doi.org/10.1007/s11423-016-9481-2
• Voogt, J., Fisser, P., Pareja Roblin, N., Tondeur, J., & van Braak, J. (2013). Technological pedagogical content knowledge–A review of the literature. Journal of Computer Assisted Learning, 29(2), 109-121. https://doi.org/10.1111/j.1365-2729.2012.00487.x
• Wardat, Y., Tashtoush, M. A., AlAli, R., & Jarrah, A. M. (2023). ChatGPT: A revolutionary tool for teaching and learning mathematics. EURASIA Journal of Mathematics, Science and Technology Education, 19(7), em2286. https://doi.org/10.29333/ejmste/13272
• Yao, X., & Zhao, J. (2022). Chinese mathematics teachers’ use of digital technologies for instruction: A survey study. EURASIA Journal of Mathematics, Science and Technology Education, 18(8), em2135. https://doi.org/10.29333/ejmste/12209
• Zhao, X., Van den Heuvel-Panhuizen, M., & Veldhuis, M. (2017). Chinese primary school mathematics teachers’ assessment profiles: Findings from a large-scale questionnaire survey. International Journal of Science and Mathematics Education, 16(7), 1387-1407. https://doi.org/10.1007/s10763-017-9841-3

APA

Li, M., Vale, C., Tan, H., & Blannin, J. (2024). Exploring Technological Pedagogical Readiness (TPR) in China’s primary mathematics teachers: TPR scale validation. Eurasia Journal of Mathematics, Science and Technology Education, 20(7), em2469. https://doi.org/10.29333/ejmste/14727

Vancouver

Li M, Vale C, Tan H, Blannin J. Exploring Technological Pedagogical Readiness (TPR) in China’s primary mathematics teachers: TPR scale validation. EURASIA J Math Sci Tech Ed. 2024;20(7):em2469. https://doi.org/10.29333/ejmste/14727

AMA

Li M, Vale C, Tan H, Blannin J. Exploring Technological Pedagogical Readiness (TPR) in China’s primary mathematics teachers: TPR scale validation. EURASIA J Math Sci Tech Ed. 2024;20(7), em2469. https://doi.org/10.29333/ejmste/14727

Chicago

Li, Mao, Colleen Vale, Hazel Tan, and Jo Blannin. "Exploring Technological Pedagogical Readiness (TPR) in China’s primary mathematics teachers: TPR scale validation". Eurasia Journal of Mathematics, Science and Technology Education 2024 20 no. 7 (2024): em2469. https://doi.org/10.29333/ejmste/14727

Harvard

Li, M., Vale, C., Tan, H., and Blannin, J. (2024). Exploring Technological Pedagogical Readiness (TPR) in China’s primary mathematics teachers: TPR scale validation. Eurasia Journal of Mathematics, Science and Technology Education, 20(7), em2469. https://doi.org/10.29333/ejmste/14727

MLA

Li, Mao et al. "Exploring Technological Pedagogical Readiness (TPR) in China’s primary mathematics teachers: TPR scale validation". Eurasia Journal of Mathematics, Science and Technology Education, vol. 20, no. 7, 2024, em2469. https://doi.org/10.29333/ejmste/14727