Investigation of the technological pedagogical content knowledge perceptions of mathematics teachers

In this study, it is aimed to determine the perceptions of mathematics teachers working in institutions affiliated to the Ministry of National Education about the types of knowledge that form the Technological Pedagogical Content Knowledge (TPACK) model for how to integrate education and technology. Accordingly, looked into the Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK), Pedagogical Content Knowledge (PCK), Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK) and Technological Pedagogical Content Knowledge that make up the TPACK model of teachers. Self-evaluation perceptions of TPACK information types were tried to be described. In addition, examined to TPACK information types according to the variables of mathematics teachers' age, gender, term of employment, the faculty they graduated from, the status of computer ownership, the duration of computer use, the level of computer use, the type of institution they work and the level of institution. The sample of the study consists of 151 mathematics teachers working in 46 different institutions in Darica district of Kocaeli province in 2019-2020 academic year. In the process of collecting data, Technological Pedagogical Content Knowledge Self-Assessment Scale (TPACK-SAS) was used and the obtained data were evaluated with SPSS 22.0 program. According to the results obtained from the quantitative methods using the scanning model, it was determined that mathematics teachers found themselves at a sufficient level in all of the PK, CK, TK, PCK, TPK, TCK and TPACK dimensions that constitute the sub-dimensions of the TPACK scale. Of these, the highest average perceived item of the PCK dimension with the highest average is "I think I can link interrelated topics in my content area." While the lowest perceived item of TK dimension with the lowest average, "I can help people around me solve their technical problems about computers." It has been. The highest average score of the TPACK-SAS scale and the item perceived by the mathematics teachers in the highest proficiency were determined as "I think I can communicate with students in an effective way.". According to the variables of the TPACK model, PK, CK, TK, PCK, TCK, TPK and TPACK, there is no difference between PK, CK, TK, PCK, TCK, TPK and TPACK information types according to the age, computer ownership status of the mathematics teachers, the duration of the profession, the faculty they graduated from, and the level of institution they work in. It has been observed that there are differences according to the computer usage time and level. While the TK perceptions of male teachers by gender are on the average among these variables, the reason for the low rate of female teachers is explained by the more cautious approach of women to technology. According to the type of institution, teachers working in private institutions have higher perceptions of TK, TPK, PCK, and TPACK knowledge types compared to official institutions, and they are linked to the competitive nature and financial resources of private institutions. According to the computer usage time of the teachers, the self-evaluation perception increases as time increases in TK, TCK, TPK, PCK and TPACK knowledge types, and as the levels of TK, TCK, TPK, PCK and TPACK knowledge types progress according to the computer use levels of the teachers (beginning, intermediate, good, further) self-assessment perceptions have increased and differences have been observed. Since the duration and level of using technology directly affects TPACK knowledge, it was suggested that TPACK perceptions would be increased by providing them with technological opportunities in the training of mathematics teachers and using technology. In addition to the qualitative research that envisages the use of technology, such as pedagogy and field knowledge, as an essential competence of the teaching profession in the education-teaching environment, it is also seen that studies integrating today's technology, artificial intelligence, with education and training are needed.