Effects of computer assisted mathematics teaching on the opinions of mathematics teacher candidates regarding learning

The purpose of this study is to find out the effects of Computer Assisted Mathematics Teaching (CAMT) on the opinions of mathematics teacher candidates regarding learning. At the same time, differences of mathematics teachers' opinions happening when it is up to the reasons of department choice, frequency of computer use, computer training, level of computer use, computer owning, and gender have been researched. The study is based on a quasi-experimental method. The study consists of the seniors in department of mathematics teaching at faculties of education of universities. The sample of the study consists of seniors in the department of mathematics teaching at Faculty of Education in Fırat University in the academic year of 2016-2017. Primary opinions of prospective teachers regarding CAMT have been determined by applying the "Computer Assisted Mathematics Teaching" survey before the explanation of Computer Assisted Mathematics Teaching practices to the study group. After that, the same survey has been applied upon the study group after the explanation of mathematics teaching. In this way, the opinions of senior mathematics teachers regarding learning have been determined. In conclusion after 3 months, permanence test has been implemented by using the "Computer Assisted Mathematics Teaching" survey on the senior mathematics teachers one more time. Demographic data of prospective teachers has been collected using information form at the same time. It has been finally found out that prospective teachers' opinions regarding CAMT have changed positively after the implementation compared to the opinions they have before the implementation. Results of the permanence test have shown that prospective teachers' perspectives regarding CAMT haven't changed. It has been seen that there is a significant difference between the opinions of female and male teacher candidates according to gender comparison. It has been specified that this difference has been in favour of male teacher candidates. It has been found out that there has not been a change on the opinions of prospective teachers regarding CAMT according to their computer owning, level of computer use, computer training, frequency of computer use, and reasons of department selection. It has been expected that the prospective teachers, raisers of the new generation, must be able to use CAMT as a different method in mathematics learning environments. Teacher candidates' vocational developments need to be supported by giving CAMT classes in undergraduate education in order to achieve it. Key Words: Computer Assisted Mathematics Teaching, Teacher Candidates, CAMT on the Opinions