Pre-service Teachers’ Beliefs about Technology Use in Learning Mathematics: The Comparison between Two Universities in Indonesia and Malaysia

Pre-service teachers (PSTs) may hold different beliefs about the use of technology, especially technology related to mathematical software, in mathematics learning. This quantitative study aims to investigate whether PSTs from two universities in Indonesia and Malaysia hold different beliefs about the use of technology related to mathematical software in mathematics teaching and learning. The instrument used in this study is an instrument that consists of multi scales related to the use of technology in the classroom. The results of the data analysis show that PSTs’ responses to the instrument indicate that they hold different beliefs regarding both the advantages and the disadvantages of the use of mathematical software. Specifically, the results indicate that Malaysian PSTs agree that the use of mathematical software can benefit mathematics teaching and learning (such as supporting discovery learning and multiple representations in mathematics) more than do Indonesian PSTs. However, Malaysian PSTs also agree that the use of mathematical software can cause negative impacts on mathematics teaching and learning (such as leading to mindless working) more than do Indonesian PSTs.