The impact of technology-enhanced probability and statistics education on pre-service mathematics teachers' TPACK competencies, self-efficacy, and digital literacy skills

The general aim of this study is to examine the effect of technology-supported probability and statistics teaching on mathematics teacher candidates' TPAB levels, self-efficacy, and digital literacy. Since the data obtained are both quantitative and qualitative, this research is a mixed-methods study using a convergent parallel design. The study group consists of primary school mathematics teacher candidates. The research was conducted with 43 teacher candidates who took the probability and statistics teaching course in the spring semester of the third year of a state university's primary school mathematics teaching program. The criterion sampling method was used as the purposeful sampling method in the research. For the collection of quantitative data: The technological pedagogical content knowledge scale developed by Önal (2016) to reveal the TPAB competencies of mathematics teacher candidates, the digital literacy scale developed by Ng (2012) to determine digital literacy self-efficacy and adapted into Turkish by Hamutoğlu, Güngören, Uyanık, and Erdoğan (2017), and the scale developed by Leigh M. Harrell-Williams and colleagues (2015) developed and Batur and colleagues (2020) adapted into Turkish, The "Attitude Scale Toward Probability and Probability Teaching," developed by Estrada and colleagues (2016) and adapted into Turkish by Gümüş (2021), was used to measure teacher candidates' attitudes toward probability and probability teaching. Qualitative data were collected using lesson plans prepared by teacher candidates. For the analysis of the first four problems of the study, frequency, percentage, and dependent groups t-test techniques were used. The final problem of the study, which examined the effect of teacher candidates' lesson plans for technology-supported probability and statistics teaching on their TPAB levels, was analyzed based on Balgamış's (2013) "Mathematics Teacher Candidates' TPAB Development Assessment Table." The analyses of the lesson plans were presented using frequency and percentage techniques. In the quantitative results of the study, a positive and significant relationship emerged between the pre-test and post-test scores of teacher candidates' TPAB self-efficacy, digital literacy self-efficacy, self-efficacy in statistics teaching, and attitudes toward probability teaching. In the evaluation of lesson plans, teacher candidates were at the pre-awareness and awareness stages in terms of technological pedagogical content knowledge in the lesson plans they first prepared, while they had reached the acceptance, adaptation, and discovery stages in the lesson plans they prepared last. In conclusion, having teacher candidates participate in technology-supported probability and statistics teaching applications had a positive effect on their technological pedagogical content knowledge. Keywords: Digital literacy, probability teaching, statistics teaching, TPAB