Teachers' perceptions on technology-assisted mathematics teaching and the interactive activities
KÖSE BİBER, SEZER
ERBAY, HATİCE NUR
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The methods and techniques used by teachers have an important place on the basis of many students' negative perspectives and failures towards mathematics. Integrating technology into mathematics learning environments is inevitable since it is of great importance to create rich learning environments to increase students' interest and understanding of mathematics. This study aims to examine both the effectiveness of technology-assisted interactive activities that make the students learn mathematics with fun and love, and teachers' perceptions on technology-assisted mathematics teaching. To this end, 50 technology-based interactive activities has been prepared based on the topics of "exponential and square root numbers", which were selected by taking the views of 10 mathematics teachers who were actively teaching in the field. In this study, as a technique of the qualitative research, a case study has been conducted. The participants in the present study were 25 teachers who were assigned according to the maximum variation and criterion sampling techniques. The data of the study has been collected by using semi-structured form with 6 items prepared by researchers. Under the views of teachers, alongside with the technology-assisted teaching and technology-assisted mathematics teaching, the results based on employability, productivity and efficiency of the prepared interactive activities have been achieved. In general, it has been observed that teachers like interactive activities and support the use of technology in learning environments, but they experience various problems in practice. In this context, various suggestions have been made for the improvement of the technology integration process and for future studies.
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