Examining Chinese Primary Mathematics Teachers’ Technological Pedagogical Readiness: A Mixed Methods Study

This thesis explores factors affecting the integration of digital technology in primary mathematics education in China, using an exploratory mixed-method approach. Grounded in TPACK and TAM frameworks, it highlights teacher knowledge, attitudes, and environmental influences on technology adoption. Through qualitative interviews and quantitative analysis, the study develops and validates the Technological Pedagogical Readiness (TPR) scale, revealing insights into the impact of demographics and educational environments on technology integration. The findings offer practical recommendations for professional development and emphasize a supportive ecosystem to enhance technology use in mathematics teaching.