Teacher self-efficacy beliefs, epistemological beliefs, and beliefs about teaching with technology are regarded as crucial factors for teaching mathematics with technology. However, there is a lack of research that investigates these beliefs while taking into account the multidimensionality of the constructs. In this cross-sectional study with n = 198 upper secondary in-service teachers in Germany, we used multidimensional scales to measure teachers’ i) beliefs about teaching with technology, ii) self-efficacy beliefs, and iii) epistemological beliefs. Furthermore, teachers were asked to self-report on their iv) implementation of technology with respect to different modes of technology use. The results uncover differential associations among the constructs and identify sub-dimensions that are especially central. In particular, three clusters of sub-dimensions can be reconstructed. One cluster reflects a broader set of sub-dimensions and is related to a more integrated and constructivist implementation of technology. In this cluster, self-efficacy can be identified as a central construct. A further cluster is related to using technology to support multiple representations which turned out to be independent of many other sub-dimensions. Finally, the third cluster comprises sub-dimension that can be interpreted as less central. This cluster in particular contains teachers’ beliefs about the detrimental effects of teaching with technology, which points out that beliefs about the risks of technology use are less central than beliefs about the potential benefits of technology. The results can inform more differentiated approaches to teacher professional development related to teaching mathematics with technology.

The COVID-19 pandemic has confronted mathematics teachers with the challenge of developing alternative teaching practices—in many cases at a distance through digital technology—because schools were closed. To investigate what distance practices in secondary mathematics education have emerged and how teachers experienced them, we set out online questionnaires in Flanders—the Dutch-speaking part of Belgium—, Germany, and the Netherlands. The questionnaire focused on teaching practices, teacher beliefs, didactics, and assessment. Data consisted of completed questionnaires by 1719 mathematics teachers. Results show that the use of video conferencing tools increased massively, while the use of mathematics-specific tools that teachers used before the lockdown reduced substantially. Further findings are that teachers' confidence in using digital technologies increased remarkably during the lockdown and that their experiences and beliefs only marginally impacted their distance learning practices. Also, we observed some differences between the three countries that might be explained by differences in educational policies and in technological facilities and support. For future research, it would be relevant to investigate long-term changes in teachers’ practices, as well as students’ views and experiences related to the teacher’s practices.

In March 2020, many schools worldwide were closed due to the COVID-19 pandemic. This closure confronted mathematics teachers with the challenging transition to emergency remote teaching (ERT). How did students experience ERT, and how did these experiences relate to context variables and to their teachers’ beliefs and practices? In particular, what didactic approaches and formative assessment practices did secondary mathematics students experience, and which beliefs did they hold concerning digital mathematics education? How were these student experiences and beliefs related to student context variables (gender, need to support family, personal home equipment), teacher beliefs, delivery modes, and student appreciation of mathematics? To investigate these issues, we set out online questionnaires for mathematics teachers and their students in Flanders—the Dutch-speaking part of Belgium—, Germany, and the Netherlands. Data consisted of completed questionnaires by 323 mathematics teachers and 2126 of their students. Results show that even though students preferred regular face-to-face teaching, they were content with the quality of their teachers’ distance mathematics teaching. Students reported that they were taught new topics often, but did not experience teachers initiating peer feedback. High student appreciation of mathematics, good home environment, and more synchronous delivery of ERT were related to ERT experiences and more positive beliefs concerning digital mathematics education. These findings have implications for ERT teaching strategies in future, as well as for hybrid teaching practices.