Technology Integration in Geometry Instruction: SEM Analysis of Pre-Service Mathematics Teachers’ Perspectives and Experiences

Orazali G. Mekebayev N. Issayeva G. Sony S.D. Güvercin S.
11 August 2025 OpenED Network

Journal of Curriculum Studies Research
2025 #7 Issue 2 272 - 295 pp.

This study aims to examine pre-service mathematics teachers’ perceptions, experiences, and challenges related to using digital tools in geometry education. A total of 229 pre-service teachers participated, most of whom were female (69.2%), under 20 years old (81.7%), and enrolled in bachelor’s-level mathematics education programs (91.7%). Structural Equation Modeling (SEM) was used to examine relationships among factors affecting the effectiveness and pedagogical integration of digital tools in teaching geometry. Results showed significant positive relationships between engagement and motivation, usability and accessibility, and future training and support needs with both learning and teaching effectiveness, as well as pedagogical integration strategies. Surprisingly, reported challenges and barriers did not significantly impact these outcomes, suggesting greater technological proficiency among newer generations or improved usability of digital tools. These findings highlight the importance of motivation, accessible technology, and targeted professional development in supporting effective integration of digital tools into geometry instruction. Implications for teacher education programs and recommendations for future research are discussed.

Digital tools , geometry education , pre-service mathematics teachers , structural equation modeling , technological integration

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Kazakh National Womens Pedagogical University, Almaty, Kazakhstan
Abai Kazakh National Pedagogical University, Almaty, Kazakhstan
Department of Mathematics and Statistics, Northwest Missouri State University, Maryville, MO, United States
Pinnacle Academy, Math department, VA, United States

Kazakh National Womens Pedagogical University
Abai Kazakh National Pedagogical University
Department of Mathematics and Statistics
Pinnacle Academy

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