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The use of digital technology with a clear focus on mathematical processes and conceptual learning (like spreadsheet, computer algebra systems, dynamic geometry software, web-based learning environments (e.g. applets)) can enrich mathematics lessons. Although these technologies are currently incorporated in many curricula, it is still a big challenge for teachers to integrate technology in their teaching. Professional Development (PD) programs can provide important impulses for the meaningful integration of digital technology in mathematics lessons. This is the concern of the DZLM (DZLM—German Centre for Mathematics Teacher Education)—PD program Teaching and Learning with Digital Technology, which is the focus of a larger project. This paper presents a part of this project. We present data from 11 in-service teachers who took part in this PD program. Data was obtained by both qualitative and quantitative methods with the intention of identifying what mathematical and technology-related beliefs teachers have and how these are related to the frequency of use of digital mathematics tools.

Beliefs referring to teaching and learning mathematics with technology play an important role when teachers are integrating technology into their classrooms. However, there has been a lack of instruments to measure those beliefs in detail. In this paper, we contribute a detailed inventory to measure technology-related beliefs of in-service and pre-service teachers. This instrument—a questionnaire—is analyzed with data from 246 pre-service and 199 in-service teachers using confirmatory factor analysis. It is found that beliefs of in-service teachers can be measured in more detail than those of pre-service teachers, mainly due to a longer experience and a correspondingly more differentiated system of beliefs.