Determining mathematics teachers' difficulties in technology integration to teaching process in the frame of Technological Pedagogical Content Knowledge (TPCAK)

In this research, it is aimed to disignate the difficulties that high school Maths teachers have during theprocess of integration of technology into lessons and teaching. The study is based on the Technological Pedagogical Content Knowledge - TPCK model by Mishra and Koehler (2005). The method of the research is special case study which is one of the qualitative research methods. The study was done with five Maths teachers who work in the same types of schools. Firstly, in order to diagnose the difficulties teachers have durşng the integration process within the frame of TPCK, teachers were required to prepare a four hour lesson plan which is related to quadric function-10th grade sub-learning content. Afterwards, the lessons were observed with the observation forms that developed by researchers. İn anticipation of revealing difficulties throughout the process of integrating technology in to teaching, both individual interviews and focus group interview were done with the help of semi-structured interview form. Descriptive analysis method was used to evaluate the data derived from the interview forms, while document analysis was used for lesson plans. The data of interviews and data of focus group discussion was evaluated and categorised with the content analysis method and discourse analysis method. According to the findings of the research, four of five week lack of Pedagogical Knowledge. Thus, the components of Pedagogical Knowledge were deficient. Except one teacher, all teachers had enough Technological Knowledge. The teacher with insufficient Technological Knowledge also had insufficient components of Technological Knowledge. Moreover, although another teacher was mastered both in Pedagogical Knowledge and Technological Knowledge, he had problems in Technological Pedagogical Knowledge which is the intersection of these. At the end of the research, it has been found out that, in spite of having different types of knowledge teachers had difficulties in unifying their knowledge in the process of integrating technology into teaching. In order to solve this, teachers are suggested to have inservice training about the intersection of knowledge types by mentors, instead of specific knowledge types. Key words: Technological Pedagogical Content Knowledge, Mathematics Education, Mathematics Teacher