Investigation of the relationship between elementary school mathematics teachers' technological pedagogical content knowledge and their beliefs towards problem solving

The purpose of this research is to examine the relationship between elementary school mathematics teachers' technological pedagogical content knowledge and their beliefs about problem solving according to various variables and to determine whether there is a relationship between them. Elementary school mathematics teachers in Batman Province were accepted as the theoretical universe, and the participants were determined by random sampling method and the sample consisted of 127 elementary school mathematics teachers. In this research, correlational research method, one of the quantitative research methods, was used. In this research, 'Technological Pedagogical Content Knowledge Scale' and 'Mathematical Problem-Solving Belief Survey' tools were used to obtain data. According to the findings obtained from the analyses, it was seen that there was a significant relationship between the problem-solving beliefs of elementary school mathematics teachers and TPACK. It was observed that using technology while solving problems had a positive relationship with field knowledge at 18.9%, technological field knowledge at 29.2% and TPACK at 32.9%. In addition to these findings, no significant difference was observed according to the variables of secondary school mathematics teachers' previous involvement in problem solving and their receipt of technology-related in-service training. While it is seen that age, length of service, academic grade point average and access to technology at school affect secondary school mathematics teachers' beliefs about problem solving; It was concluded that it did not affect technological pedagogical content knowledge (TPACK). In addition, a significant difference was found in secondary school mathematics teachers' problem-solving beliefs and TPACK according to the gender variable, and this situation is in favor of boys. As a result, suggestions for researchers, program makers and teacher trainers are presented in the light of the data obtained.