Abstract
The role of Mathematics Teacher Educators (MTEs) in preparing future teachers to effectively integrate technology into their mathematics instruction is of paramount importance yet remains an underexplored domain. Technology has the potential to enhance the development of 21st-century skills, such as problem-solving and critical thinking, which are essential for students in the era of the fourth industrial revolution. However, the rapid evolution of technology and the emergence of new trends like data analytics, the Internet of Things, machine learning, cloud computing, and artificial intelligence present new challenges in the realm of mathematics teaching and learning. Consequently, MTEs need to equip prospective teachers with the knowledge and skills to harness technology in innovative ways within their future mathematics classrooms. This paper presents and describes data from a survey of 104 MTEs in Zambia. The study focuses on MTEs' proficiency, perceived usefulness, perceived ease of use, and willingness to incorporate technology in their classrooms. This data-driven article aims to unveil patterns and trends within the dataset, with the objective of offering insights rather than drawing definitive conclusions. The article also highlights the data collection process and outlines the procedure for assessing the measurement model of the hypothesised relationships among variables through structural equation modelling analysis. The data described in this article not only sheds light on the current landscape but also serves as a valuable resource for mathematics teacher training institutions and other stakeholders seeking to understand the requisites for MTEs to foster technological skills among prospective teachers of mathematics.