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The aim of this study is to identify the main factors that affected the process of technology integration in mathematics education. The methodological approach taken in this study is a structured grounded theory. The participants of the study included two secondary-school mathematics teachers, four students selected by the teachers, and two school administrators who were responsible for technology implementation. The data collection tools included two semi-structured interview forms based on a literature review, whose pilot studies were conducted, to identify the opinions of teachers, students and administrators separately. The data analysis method of the study was the constant comparative method that requires to collect data constantly and create codes and categories suggested by the grounded theory. For the analysis of the data, the qualitative data analysis software, MAXQDA 2020, was employed. Based on the findings of the study the factors that affected the process of technology integration in mathematics education were examined as teacher-driven and non-teacher driven factors. The results of the study highlighted that teachers were highly effective in the integration process. Therefore, 20 factors that affected the teachers were identified. These factors included perception of technology, technological awareness, self-confidence, planning and technological materials; and 9 factors that were related to non-teacher-driven aspects including physical conditions, administrative support, student readiness, economic situation, mathematics curriculum and mathematics curriculum approach. These factors were associated with each other, and a framework related to the factors that affected technology integration in mathematics education was suggested.

A number of gaps were seen in the qualitative research on teachers using the TPCK model in our country, and this led us to conduct research focusing solely on Koehler and Mishra's TPCK model (2005). To this end, the purpose of this study is to identify the difficulties high-school teachers face when integrating technology into their classes, and understand the reasons for these difficulties within the framework of TPCK. The method used was the case study. The participants were five mathematics teachers. The data collection tools were lecture plans, class monitoring, semi-structured interviews and a focus group interview. The data analysis techniques used were document analysis, descriptive analysis, content analysis and speech analysis. The findings showed that the teachers have difficulties with components of TPCK (PB-PAB-TPAB) and that the difficulties they face in integrating technology into the teaching process can be sorted under five main headings: (1)Teaching without planning (2) Struggles to integrate different types of knowledge, (3) Lack of basic knowledge, (4) Errors in technological knowledge, (5) Lack of field-specific support. In order for the difficulties teachers face to be minimized, in-service training focusing on the use of technology needs to become more integrated, provide teachers with knowledge applicable to the classroom, and be given by experts in the field.

Araştırmanın amacı matematik öğretmen adaylarının matematik öğretiminde teknoloji kullanımına ilişkin görüşlerini belirlemek ve teknolojiyi derslerine entegre etme süreçlerini incelemektir. Araştırmada nitel araştırma yöntemlerinden özel durum çalışması kullanılmıştır. Araştırmanın katılımcıları bir devlet üniversitesinin Matematik Öğretmenliği Anabilim Dalı'nda öğrenim gören 5. sınıf 50 matematik öğretmen adayıdır. Araştırmanın veri toplama araçları görüş formu ve ders planlarıdır. Araştırma verilerinin analiz edilmesinde betimsel istatistiklerden frekans dağılımı ve nitel veri analizi yöntemlerinden içerik analizinden yararlanılmıştır. Araştırmada matematik öğretmen adaylarının matematikte kullanılabilecek teknolojilerden bilgisayar ve projeksiyonu ön plana çıkardıkları ve matematik dersinde kullanılabilecek yazılımların farkında olmalarına rağmen kendilerinin bu yazılımları kullanma konusundaki yetersizliklerini dile getirdikleri belirlenmiştir. Araştırmada öğretmen adaylarının teknolojiyi matematik eğitimine entegre etmede sıkıntılar yaşadığı sonucuna da ulaşılmıştır.

BAZI BELĠRSĠZ ĠNTEGRALLER ĠÇĠN ĠNDĠRGEME FORMÜLLERĠ VE ĠMPROPER ĠNTEGRALLER ÜZERĠNE ÖZ İntegrali var olmakla birlikte İntegral fonksiyonu sonlu sayıda elemanter fonksiyonlarla ifade edilemeyen fonksiyonların var olduğu bilinmektedir. Bu tür bazı belirsiz integraller için indirgeme formülleri elde edilmiştir. Belli aralıklar için yakınsak ya da ıraksak olmaları araştırılmıştır. ∫ ve ∫ integralleri kesin olarak hesaplanmıştır. Ek olarak, 1. Tip ve 2. Tip "Hemen Hemen Cauchy Esas Değerleri (h.h.V.P 1 ve h.h.V.P 2)" tanımlanmış ve bazı hesaplamalar yapılmıştır.