The literature on the barriers encountered in the use of technology in education indicates that the internal barriers have a deterministic effect within this process. Therefore, it is important to determine the way teachers use technology as well as their opinions and attitudes towards technology in order to ensure effective use of technology in mathematics education. This study aims to determine the opinions and attitudes of secondary school mathematics teachers towards using technology in mathematics education. The convergent parallel design of a mixed methods study was used. The study included the participation of 57 teachers, who were determined on a voluntary basis using the convenience sampling method, from 22 different high schools in Turkey. A written opinion form and The Scale of Attitudes Towards Technology were used as data collection tools. The qualitative data obtained were analysed using descriptive and content analysis methods; quantitative data were analysed using multivariate analysis of variance. It was understood that the participants often used only smartboards in their lessons and they preferred teacher-centred classroom applications, which did not involve the hardware and software that allowed student interaction. It was found that the attitudes of mathematics teachers towards technology were “positive” which had a positive effect on using technology in lessons. It was observed that the attitudes of teachers towards technology did not change according to the training they received on using technology in lessons. It was concluded that the attitudes of teachers differed significantly across the scale or in various factors according to their age, the frequency of technology use in their lessons, the variety of hardware and software they use, and their opinions about the use of technology by the students. It can be argued that the positive attitudes of teachers towards technology had a positive effect on using technology in lessons.

This study aims to investigate the technology integration levels of secondary education mathematics teachers and their self-confidence in TPACK in terms of technology components. The present study, which employed the convergent parallel design of a mixed method, enrolled 57 mathematics teachers. A questionnaire to obtain teachers' views and the TPACK confidence survey were used as data collection tools in the research. It was found that teachers have a moderate level of self-confidence and the majority of them integrated technology into their classes at the replacement level. It was also seen that TPACK self-confidence levels of the teachers did not differ according to their technology integration levels. However, in the TPACK component of the TPACK self-confidence of the participants, there was a significant difference in favor of those who agreed with the idea that students should use technological tools in classes.  Similarly, it was found that mathematics teachers using more than one software in their classes had significantly higher TPACK self-confidence in all components. Consequently it can be said that technology integration levels of mathematics teachers reflected by their TPACK self-confident levels.

The purpose of this study is to determine the effect of the mathematics teaching, which is carried out by mathematics teachers through computer algebra systems, on the achievement of students. A hundred and forty five 10th grade students have taken part in the study as participants. In the research where quantitative research methods were used, quasi-experimental design was used. In the study, class implementations were carried out by three mathematics teachers who had inservice training about the integration of the computer algebra systems to the learning-teaching environments beforehand. In the implementations at issue, teachers carried out computer-assisted instructions about parabola through Mathematical software in experimental groups. In control groups, they carried out the lessons by using information and communication technologies at a baseline level using traditional teaching method. In the research, students' mathematics report grades and also parabola achievement tests, which were used as the pretest and the posttest, were used as data collection tool. The data obtained from the research were analyzed through Mann-Whitney U and Wilcoxon signed ranks tests. Besides, the effect size of the obtained data was calculated. As a result of the research, it was seen that the achievement of the experimental group, whose lessons were carried out with computer algebra systems by providing technology integration at transformation level, are higher than the achievement of the control group, whose lessons were carried out with the traditional teaching method by providing technology integration at replacement level. Besides, as the calculated effects size is considered, it is understood that computer algebra systems have a strong effect in the occurrence of the differences between the two groups.

Bu çalışmanın amacı, ortaöğretim öğretmenlerinin teknoloji bileşenleri yönünden teknolojik pedagojik alan bilgisi özgüvenlerini belirlemektir. Farklı branşlardan 378 ortaöğretim öğretmeninin katılımcı olarak yer aldığı araştırmada, nicel yöntemlerden biri olan tarama çalışmasından yararlanılmıştır. Araştırmada veri toplama aracı olarak Teknolojik Pedagojik Alan Bilgisi Özgüven Ölçeği kullanılmıştır. Elde edilen veriler çoklu varyans analizi kullanılarak incelenmiştir. Öğretmenlerin teknolojik pedagojik alan bilgisi özgüvenleri ölçek genel ortalamalarına göre ele alındığında kendilerine "çokça" güvendikleri anlaşılmıştır. Ayrıca Teknolojik Pedagojik Alan Bilgisi Özgüven Ölçeğinin boyutları dikkate alınarak yapılan incelemede öğretmenlerin teknolojik pedagojik alan bilgisi, teknolojik pedagojik bilgi ve teknoloji bilgisi bileşenlerinde kendilerine "çokça", teknolojik alan bilgisi bileşeninde ise "orta" düzeyde güvendikleri anlaşılmıştır. Öte yandan öğretmenlerin teknolojik pedagojik alan bilgisi özgüvenlerinin mezunu oldukları fakülte türü ve eğitim düzeylerine göre farklılık göstermediği görülmüştür. Ayrıca öğretmenlerin teknolojik pedagojik alan bilgisi özgüvenlerinin başta teknoloji bilgisi ve teknolojik pedagojik alan bilgisi olmak üzere çeşitli bileşenlerde; cinsiyetlerine, yaşlarına, hizmet sürelerine, branşlarına, görev yaptıkları okul türlerine, sahip oldukları teknolojik araç çeşitliliğine, derslerinde teknolojik araçları kullanma sıklıklarına, derslerinde kullandıkları teknolojik araç ve bilgisayar programı çeşitliliğine göre anlamlı farklılıklar gösterdiği anlaşılmıştır.

The purpose of this study is to determine the levels of high school mathematics teachers in achieving mathematics instruction via computer algebra systems and the reflections of these practices in the classroom. Three high school mathematics teachers employed at different types of school participated in the study. In the beginning of this qualitative analysis, the researchers provided the teachers with in-service training titled Computer-assisted Mathematics Instruction Workshop regarding the integration of the Mathematica software which is a computer algebra system in learning-teaching environments. The participating teachers then conducted computer-assisted mathematics instruction activities in their classroom via the Mathematica software regarding the graphs of quadratic equations (parabola). Semi-structured interview and observation forms were used as data collection tools in the study. The data were analyzed using the descriptive analysis method. As a result of evaluation, it was found that before the Computer-Assisted Mathematics Instruction Workshop, the participants either never implemented technology integration or implemented it on the elementary level which is replacement. After the workshop, it was observed that the teachers achieved the technology integration in classroom implementations on the level of transformation and the top level of amplification and showed improvements in this matter. In the observations made after the workshop, it was seen that the teachers generally employed a student-oriented education approach and encouraged students to facilitate their own learning and make their own inferences utilizing computers and worksheets. It was observed that this situation led to changes in classroom routines and contributed to students' acquisition of deeper comprehension by their own efforts. Additionally, it was understood that the students or the teachers did not have any difficulty in using the computer-assisted mathematics instruction materials prepared in Mathematica.