Matematik Eğitimi Sürecinde Sınıf Öğretmenlerinin Teknolojik Pedagojik Alan Bilgisine (TPAB) İlişkin Görüşleri

Abstract

Teachers with high level of technological pedagogical content knowledge (TPACK) attach importance to the use of domain specific technologies during teaching. They are knowledgeable about how a classroom environment in which technology is integrated should be. In addition, they can use the old education technologies as an interaction with the students in the mathematics education process and contribute to the students' attitudes towards the lessons, motivation and success. The aim of this study is to determine the opinions of technological pedagogical content knowledge of teachers in mathematics education process. Phenomenological model has been used in qualitative research methods. The study was conducted with 25 primary school teachers working in the province of Tarsus in Mersin province. The data collected using the semi-structured interview forms were subjected to content analysis. In the research, the thoughts of primary school teachers about teacher competencies and TPACK perceptions were determined. In addition, they have identified the technological tools that should be used in teaching mathematics, the reasons for their use, and the problems they may face during use. The researchers also questioned the strategies, methods and techniques that can be used in mathematics teaching by primary school teachers and the reasons for using them. Based on the findings, suggestions were made to researchers and classroom educators.