The relationships of preservice teachers’ dispositions and noticing of technology-integrated mathematics teaching activities

Abstract This study explores the relationship between preservice teachers’ dispositions and their noticing of learning objectives and pedagogical opportunities supported by technology integration, building on the PID model. A k-means cluster analysis of 87 preservice teachers identified three disposition groups: all-objective , future-oriented objective , and traditional objective groups . The study examined noticing across three classroom scenarios, each representing a different level of preservice teachers’ familiarity with the mathematical teaching topic and technology-integrated instructional approaches in the Taiwanese teaching context. Results showed that the future-oriented objective group had a higher noticing percentage for 21st-century skills and attitudes, while the traditional objective group had a lower noticing percentage in these perspectives. The traditional objective group was more likely to notice task-level opportunities when the vignette content aligned with typical classroom instruction but less so when the content was less conventional. In contrast, the future-oriented objective group was more likely than the others to notice a range of pedagogical opportunities, particularly at the subject and classroom levels.