Abstract

This study aims to examine whether there are significant differences in the perception of prospective Mathematics teachers about the use of technology in teaching mathematics based on their gender and grade level.  The study group is consisted of 271 prospective elementary mathematics teachers studying at Balıkesir University and selected by means of a simple random sampling method. Data were gathered using the perception scale developed by Öksüz, Ak and Uça (2009). A qualified descriptive scan model that aims at revealing the existing state in the research as it should be was adopted. Based on grade level, there was a significant difference in the perception of the prospective Mathematics teachers in the use of technology in teaching mathematics. According to the gender variable, it was determined that the technological perceptions of the prospective teachers did not change. There was a significant difference in disadvantage dimension, while there was no difference in terms of gender in the sub-dimensions of necessity and advantage. Significant differences were also observed between the grade levels in terms of the determined headings.

Key words: Mathematics teaching, prospective teacher, teacher training, teaching technologies, technology integration, technology use perception.