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This qualitative study uses a multiple-case design to analyze pre-service primary teachers’ beliefs and awareness of technology’s role in mathematics learning, and to examine the relationship between those beliefs and teachers’ pedagogical abilities. Data involve observation, interviews, and field notes; analysis applies inductive and deductive methods. Results indicate teachers view technology as supporting audio-visual mathematics learning, enabling appropriate visualization, and showing a link between beliefs and pedagogical abilities.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/examining-pre-service-teacher-belief-in-technological-for-teaching-mathematics/577505/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/examining-pre-service-teacher-belief-in-technological-for-teaching-mathematics/577505.png","ImageObject",300,407,{"name":92,"@type":93},"Lucas Martin","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of this research regarding technology in mathematics learning?","Question",{"text":112,"@type":113},"The study analyzes pre-service teachers’ beliefs and awareness of technology’s role in mathematics learning, and examines how those beliefs relate to their pedagogical abilities.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study conducted?",{"text":117,"@type":113},"It used a qualitative approach with a multiple-case study design, involving seven candidate elementary school teachers. 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Education Program,Universitas Pendidikan Indonesia,Bandung,Indonesiaandhindyas@upi.edu  \nAbstract.Technology is an effective learming tool.However,the existence of technology is ananxiety for teachers because it is difficult to follow.Therefore,this research intends to analyzeteacher beliefs and teacher awareness of the role of technology,as well as the relationshipbetween beliefs and teachers'pedagogical abilities regarding the use of technology inmathematics leaning.This research was designed using a qualitative approach with a multiplecase study design.Seven candidate elementary school teachers were involved in the research.Data collection was carried out through observation,interviews,and field notes.Data analysiswas carried out using inductive and deductive analysis methods.The results of research studiesshowed that(1)teachers believe that technology can help maximum mathematics leaming inthe form of audio and visual words;(2)teachers realize that technology is an appropriatevisualization tool in mathematics learning by adapting the form of visualization to be moredetailed and appropriate to the child's character;(3)there is a relationship between teacherbeliefs and candidate teachers'pedagogical abilities regarding the use of technology inmathematics leaming.So,it can be concluded that teachers are confident and aware thattechnology has broad benefits in mathematics leaming through its visualization form and thereis a relationship between beliefs and teachers'pedagogical abilities in using technology.  \nKeywords:Digital Technology,Learning,Mathematics,Pre-Service Primary Teachers,TeacherConfidence.  \n## 1.Introduction\n\nThe world is intensively bringing the Sustainable Development Goals (SDGs)program into life.One of them is in the field of education.The SDGs program seeks to advance and improve thequality of education (Nazar et al.,2018).There are at least 17 SDGs program goals,one ofwhich focuses on quality,fair,equal education and learning opportunities for all agesthroughout life (Camilleri &Camilleri,2020).In the current era of industrial revolution 4.0,education is a challenge in allparts of the world so that a quality education system is upheld(Kayembe &Nel,2019).Unfortunately,nowadays,there are people who do not get their rightto education anda decent life (Rao &Baer,2012).The decline in people's rights is also causedby the lack of educational facilities from the state,lack of government intervention in handlingeducation and the orientation of education which focuses only on services.This has an impacton weak human resources.Human resources are an essential factor that must be consideredand addressed immediately (Fox &Cowan,2015).These improvements must be adapted tocurrent developments.  \nTechnology is something that is developing rapidly and has penetrated all areas of life(Litvinenko,2020).Technology must be optimized precisely and wisely.The use of technologybecomes ahuman bridge to help with daily activities.The education sectoris one that benefitsfrom technological developments.In education,technology plays a role as a means ofdistributing material in various forms(Zhou et al.,2020).The involvement of technology inlearning helps teachers in delivering material and increases students'learning motivation(Beardsley et al.,2021).Currently,teachers are required to utilize technology in learning.Thesedemands are packaged in an educational regulation and curriculum.Teachers must masterall the features available in learning technology,such as in mathematics learning.Teachers  \nAndhin Dyas Fitriani et al.,Examining Pre-service Teacher Belief in Technological..  \ncan use Maple,Matlab,GeoGebra,Scaffolding,and many others in the context ofmathematics teaching.  \nLearning mathematics is always considered a difficult subject because students have to do alot of calculations.Students b","cbCaipSDfRAZFH1Z","https://ap.wps.com/l/cbCaipSDfRAZFH1Z","pdf",1167483,21,"English","# 1. Introduction\n## 1.1. Problem Statement","[{\"question\":\"What is the purpose of this research regarding technology in mathematics learning?\",\"answer\":\"The study analyzes pre-service teachers’ beliefs and awareness of technology’s role in mathematics learning, and examines how those beliefs relate to their pedagogical abilities.\"},{\"question\":\"How was the study conducted?\",\"answer\":\"It used a qualitative approach with a multiple-case study design, involving seven candidate elementary school teachers. Data were collected through observation, interviews, and field notes and analyzed using inductive and deductive methods.\"},{\"question\":\"What do the results show about teachers’ beliefs?\",\"answer\":\"Teachers believe technology helps maximize mathematics learning through audio and visual forms, and they recognize it as an appropriate visualization tool adapted to children’s characteristics.\"}]","Examining Pre-service Teacher Belief in Technological for Teaching Mathematics | PDF",1792031857,53]