The use of technology as a self-assessment tool for mathematics teachers in the field of subject matter

The aim of this study is to reveal the thoughts of teachers aiming to integrate technology about the field information and the difficulties and experiences these teachers faced in the process of integrating technology into the field knowledge. For this purpose, before and after the "Technology Supported Algebra Teaching" course organized within the scope of the professional development program, tests were conducted to middle and high school mathematics teachers to enable self-assessment on their field knowledge and technological field knowledge. The results of self-assessment have enabled teachers to compare the knowledge of mathematics and geometry with the traditional methods and the field knowledge they use with the help of modern technologies. Case-Science (Phenomenology) research design was used and datas were analyzed by content analysis technique. The participants of the study consisted of 26 secondary schools and 9 high school mathematics teachers who took the Geogebra course of Mathematical Software in Şanlıurfa in 2017-2018 academic year. Self-evaluation test was used as data collection tool and 3 questions were applied as pre-test and 5 questions as post-test. The tests used in the in-service training course, which lasted 18 hours, were carried out simultaneously before and after the professional development program. In addition, 6 teachers who participated in the course were interviewed. In the process, teachers were provided with the use of field information with Geogebra, a technology supported mathematics software; pre-test, post-test and self-assessments in the interview were analyzed. According to the findings; After using the technology-supported algebra software Geogebra, it is concluded that teachers' self-confidence in mathematics knowledge reduced and also teachers needed to know and understand the basis of information by means of technology-supported algebra teaching software. In accordance with the results of the study, recommendations were made to the teacher training institutions and the Ministry of National Education.