Mathematics teachers’ cognitive engagement strategies: an ICAP-TS analysis across age, experience, and gender

Recognizing the vital role that teachers play in shaping student engagement through the use of technology, this study investigates the intentions of mathematics teachers to employ technology-driven cognitive engagement strategies. Specifically, the study examines how mathematics teachers’ agreement with the four constructs of the ICAP theory – interactive, constructive, active, and passive cognitive engagement – differs when taking into account different age and experience cohorts as well as teachers’ gender. To determine this difference, data from 693 mathematics teachers across Austria that was gathered using the ICAP Technology Scale was analysed utilising t-test and ANOVA. The results reveal significant differences between intended cognitive engagement strategies towards employing technology, with teachers expressing a preference for stimulating lower orders of cognitive engagement over higher orders of cognitive engagement. Notably, teachers’ agreement with or expression of passive, constructive and interactive engagement differs according to teaching experience, whereas different age cohorts show significant differences in intended constructive and interactive engagement. Additionally, gender differences indicate that female teachers intend to engage at lower cognitive levels than their male counterparts. These findings highlight the need for targeted professional development programs that promote higher engagement strategies and tackle the diverse challenges faced by teachers of varying age, teaching experience, and gender.