A study on mathematics teachers' technological pedagogical content knowledge competencies and their use of educational information network assessment and evaluation tools

Purpose: The aim of this study is to assess the TPACK levels of mathematics teachers in Eskişehir province and their sub-factors. Additionally, the study seeks to investigate the assessment and evaluation tools used by these teachers to evaluate their students in EBA, the frequency of EBA assessment tool usage, as well as demographic characteristics and EBA usage time. The study will also explore the relationships be-tween these variables and make recommendations based on the findings. Method: The research is conducted using the cross-sectional survey model, a quantitative research method. This model aims to capture a snapshot of a situation by collecting data at a single point in time, shedding light on a particular situation, variable, or phenomenon, and uncovering the relationships between these elements through analy-sis. Results: In the study, it was observed that mathematics teachers have high TPACK levels. Upon further examination, it was found that these levels vary signifi-cantly based on factors such as demographics, proficiency in using Web 2.0 tools, access to technology, and the use of EBA. Conclusion and Suggestions: The findings indicate that mathematics teachers generally possess high TPACK competencies. It was determined that any deficiencies in teachers' TPACK competencies can be addressed through additional training and sup-port for technology-based educational approaches. Furthermore, the study looked into the frequency of mathematics teachers' utilization of EBA assessment tools. The results revealed that teachers primarily use EBA for fundamental functions, such as accessing course materials and monitoring student progress