Innovative computer use enables the strengthening and transformation of
teaching practice. Notwithstanding, numerous studies have indicated that
teachers do not use computers in teaching mathematics to a sufficient extent.
This study was aimed at exploring the reasons for insufficient computer use
by teachers, i.e. at examining the variables which may affect the acceptance
of innovative computer use in teaching mathematics. Hence, the intention to
use computers in teaching mathematics in primary school was explored on the
sample of 455 pre-service class teachers and mathematics teachers from
Serbia. The technology acceptance model was extended by external variables
and the following were observed as the predictors of intention to use
computers in teaching mathematics: students? attitudes towards computers,
their perception of usefulness of computers in teaching mathematics,
perceived ease of use, technological pedagogical content knowledge in
mathematics, experience with use, subjective norms, technological complexity
and content knowledge in mathematics. Structural equation modelling has shown
that the proposed model had a good fit and that the selected variables were
significant predictors of the intention to use computers. The proposed model
explained 23.7% of variance in the intention to use computers. It has been
shown that the intention to use computers is directly predicted by dominant
technological pedagogical content knowledge in mathematics, students?
attitudes towards computers and their experience, while it is indirectly
predicted by perceived usefulness, subjective norm, technological complexity
and content knowledge in mathematics. In accordance with the presented
findings, the final part provides recommendations that may be beneficial for
advancing the education of pre-service class teachers and mathematics
teachers.