Eurasia Journal of Mathematics, Science and Technology Education

• Abbitt, J. T. (2011). Measuring technological pedagogical content knowledge in preservice teacher education: A review of current methods and instruments. Journal of Research on Technology in Education, 43(4), 281-300. http://dx.doi.org/10.1080/15391523.2011.10782573
• Agyei, D., & Keengwe, J. (2014). Using technology pedagogical content knowledge development to enhance learning outcomes. Education and Information Technologies, 19(1), 155-171. http://dx.doi.org/10.1007/s10639-012-9204-1
• Agyei, D., & Voogt, J. (2012). Pre-Service mathematics teachers’ learning and teaching of activity-based lessons supported with spreadsheets. Paper presented at the Society for Information Technology & Teacher Education International Conference 2012, Austin, Texas.Abstract retrieved from http://www.editlib.org/p/40295
• Akkoç, H., Özmantar, M. F., Bingölbali, E., Demir, S., Baştürk, S., & Yavuz, İ. (2011). Matematik öğretmen adaylarına teknolojiye yönelik pedagojik alan bilgisi kazandırma amaçlı program geliştirme. 107K531 TÜBİTAK Final Report.
• Aktümen, M., & Kaçar, A. (2008). Effects of computer algebra systems on attitudes towards mathematics. Hacettepe University Journal of Education, 35, 13-26.
• Albion, P. (1999). Self-efficacy beliefs as an indicator of teachers' preparedness for teaching with technology. In Proceedings of the 10th International Conference of the Society for Information Technology & Teacher Education (pp. 1602-1608). Association for the Advancement of Computing in Education (AACE).
• Baki, A., & Özpınar, İ. (2007). The logo program teaching students in geometry attitude and their effects on academic achievement. Paper presented at the The Proceedings of 7th International Educational Technology Conference, Near East University, North Cyprus.
• Balakrishnan, M., Rossafri, M., & Soon Fook, F. (2007). Synergizingpedagogy, learning theory and technology in instruction: How can it be done?. US-China Education Review, 4 (9), 46-53.
• Bauer, J., & Kenton, J. (2005). Toward technology integration in the schools why it isn’t happening. Journal of Technology and Teacher Education, 13 (4), 519-546.
• Bingölbali, E., Özmantar, M.F., Sağlam, Y., Demir, S., & Bozkurt, A. (2012). Primary school teachers in science and mathematics professional development model and the dissemination of this model. 108K330 TÜBİTAK Final Report.
• Bozkurt, A., & Cilavdaroğlu, A. K. (2011). Mathematics and classroom teachers’ perceptions of technology use and integration into their instruction. Kastamonu Education Journal, 19(3), 859-870.
• Chai, C. S., Koh, J. H. L., & Tsai, C.-C. (2010). Facilitating preservice teachers' development of technological, pedagogical, and content knowledge (TPACK). Educational Technology & Society, 13(4), 63-73.
• Cohen, J. (2013). Statistical power analysis for the behavioral sciences. New York: Routledge Academic.
• Cox, S. (2008). A conceptual analysis of technological pedagocical content knowledge. (Unpublished doctoral dissertain). Provo, UT: Bringham Young University.
• Crisan, C., Lerman, S., & Winbourne, P. (2007). Mathematics and ICT: a framework for conceptualising secondary school mathematics teachers’ classroom practices. Technology, Pedagogy and Education, 16 (11), 21-39. http://dx.doi.org/10.1080/14759390601167991.
• Çakıroğlu, Ü., Güven, B., & Akkan, Y. (2008). Examining mathematics teachers’ beliefs about using computers in mathematic teaching. Hacettepe University Journal of Education, 35, 38-52.
• Demir, S., & Bozkurt, A. (2011). Primary mathematics teachers’ views about their competencies concerning the integration of techonology. Elementary Education Online, 10 (3), 850-860.
• Demir, S., & Özmantar, M. F. (2013). Teknoloji destekli matematik öğretiminde pedagojik prensipler.(M. Doğan & E. Karakırık (Ed.), Matematik eğitiminde teknoloji kullanımı içinde (s.1-25), Ankara, Turkey: Nobel Publication.
• Demiraslan, Y., & Usluel, Y. (2005). A framework to investigate ICT integration into teachinglearning process: activity theory. Hacettepe University Journal of Education, 28, 134-142.
• Diković, L. (2009). Applications GeoGebra into teaching some topics of mathematics at the college level. Computer Science and Information Systems, 6(2), 191-203. http://dx.doi.org/10.2298/CSIS0902191D
• Durmuş, S., & Karakirik, E. (2006). Virtual manipulatives in mathematics education: a theoretical framework. The Turkish Online Journal of Educational Technology, 5(1), 117- 123.
• Earle, R. S. (2002). The integration of instructional technology into public education: promises and challenges, Educational Technology, 42 (41), 45-63.
• Erkuş, A. (2009). Davranış Bilimleri İçin Bilimsel Araştırma Süreci. (Second Edition). Ankara, Turkey: Seçkin.
• Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25- 39. http://dx.doi.org/10.1007/BF02504683
• Guzey, S. S., & Roehrig, G. H. (2009). Teaching science with technology: case studies of science teachers' development of technological pedagogical content knowledge (TPCK). Contemporary Issues in Technology and Teacher Education, 9(1), 25-45.
• Gürbüz, R., & Gülburnu, M. (2013). Effect of teaching geometry with use cabri 3d in eight grade on conceptual learning. Turkish Journal of Computer and Mathematics Education, 4(3), 224-241.
• Güven, B., & Karataş, İ. (2004). Middle school mathematics teacher trainess classroom designs. Elementary Education Online, 3(1). 25-34
• Harris, J.B., Mishra, P., & Koehler, M.J. (2007). Teachers’ technological pedagogical content knowledge: Curriculum-based technology integration reframed. Paper presented at the 2007 Annual Meeting of the American Educational Research Association, Chicago, USA.
• Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research, Educational Technology Research and Development, 55, 223–252, http://dx.doi.org/10.1007/s11423-006-9022-5
• İşman, A., & Canan, Ö. (2008). Barriers of adapting technology by pre-service teacher. Paper presented at the 8th International Educational Technology Conference, Eskişehir, Turkey.
• Jerald, C., & Orlofsky, G. (1999). Raising the bar on school technology. Education Week, Technology Counts, 19, 58-62.
• Johnson, R. B., & Christensen, L. B. (2011). Educational research: Quantitative, qualitative, and mixed approaches (4th ed.). Los Angeles, CA: Sage Publications. http://dx.doi.org/10.1080/00131881.2011.552233.
• Kağızmanlı, T. B., Tatar, E., & Zengin, Y. (2013). Investigation the perceptions of prospective teachers on the use of technology in mathematics teaching. Ahi Evran University of Journal of Education, 14(2), 349-370.
• Karaarslan, E., Boz, B., & Yıldırım, K. (2013). Matematik ve geometri eğitiminde teknoloji tabanlı yaklaşımlar. Paper presented XVIII. Internet Conference in Turkey. İstanbul Üniversitesi, İstanbul, Turkey.
• Karakırık, E. (2008). SAMAP: A turkish math virtual manipulatives site. Paper presented at the VIII. International Educational Technology Conference. Anadolu University, Eskişehir, Turkey.
• Kimmins, D., & Bouldin, E. (1996). Teaching the prospective teacher: Making mathematics come alive with technology. Paper presented at the Seventh Annual Conference on College Teaching and Learning, Jacksonville, Florida. Retrieved from 12.06.2014 http://files.eric.ed.gov/fulltext/ED400796.pdf.
• Koh, J. H. L., & Frick, T. W. (2009). Instructor and student classroom interactions during technology skills instruction for facilitating preservice teachers' computer self-efficacy. Journal of Educational Computing Research, 40(2), 211-228. http://dx.doi.org/10.2190/EC.40.2.d
• Kokol-Voljc, V. (2007). Use of mathematical software in pre-service teacher training: The case of dgs. In D.Küchemann (Ed.), Proceedings of the British Societyfor Research into Learning Mathematics (pp. 55-60). Northampton, England: Northampton University
• Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. The Teachers College Record, 108(6), 1017-1054. http://dx.doi.org/10.1111/j.1467-9620.2006.00684.x
• Mumcu, F. K., Haşlaman, T., & Usluel, Y. K. (2008). Indicators of effective technology integration technological pedagogical content knowledge model as a framework. Paper presented at the 8th Internatıonal Educatıonal Technology Conference, Eskişehir, Turkey.
• Niess, M., & Garofalo, J. (2006). Preparing teachers to teach mathematics with technology: Key issues, concerns and research questions. Proceedings of the Society for Information Technology & Teacher Education International Conference (pp. 3796-3801). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
• Ozgun-Koca, S. A., Meagher, M., & Edwards, M. T. (2010). Preservice teachers' emerging TPACK in a technology-rich methods class. Mathematics Educator, 19(2), 10-20.
• Öksüz, C., Ak, Ş., & Uça, S. (2009). A perceptions scale for technology use in the teaching of elementary mathematics. Yüzüncü Yil University Journal of Education, 6(1), 270-287.
• Öksüz, C., & Ak, Ş. (2009). Preservice teachers’ perceptions for technology use in the teaching of mathematics in elementary schools. Yüzüncü Yil University Journal of Education, 6 (2), 1-19.
• Önal, N., & Demir, C. (2013). The effect of computer assisted geometry instruction on seventh grade school students’ achievement. Turkish Journal of Education, 2(1),19-28.
• Patton, M.Q., (2002). Qualitative research & evaluation methods. (3rd. ed.). London: Sage Publications.
• Ramos, P.H. (2005). If not here, where? understanding teachers use of technology in silicon calley schools. Journal of Research on Technology in Education, 38, 39-64. http://dx.doi.org/10.1080/15391523.2005.10782449
• Selçik, N., & Bilgici, G. (2011). The effect of the geogebra software on students’ academic achievement. Kastamonu Education Journal, 19(3), 913-924.
• Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15 (2), 4-14. http://dx.doi.org/10.3102/0013189X015002004
• Tunç, M., Durmuş, S., & Akkaya, R. (2014). Proficiency of primary scgool mathematics preservice teachers on the use of concrete materials and virtual manipulatives in mathematics teaching. MAT-DER Journal of Mathematics Education, 1(1), 13-20.
• Tutak, T., & Birgin, O. (2008). Geometri öğretiminde bilgisayar destekli öğretimin öğrenci başarısına etkisi. Paper presented at the VIII. International Educational Technology Conference. Anadolu University, Eskişehir, Turkey.
• Tutkun, Ö. F., Öztürk, B., & Demirtaş, Z. (2011). Computer software in mathematics teaching and effectiveness. Journal of Educational and Instructional Studies in the World, 1(1), 133-139.
• Umay, A. (2004). Primary mathematics teachers’ and prospective teachers’ perspectives towards ICT use. Hacettepe University Journal of Education, 26, 176-181.
• Vacirca, E. (2008). How do teachers develop their technological pedagogical content knowledge in the context of system-wide pedagogical and curriculum reform? AARE 2008 International Education Research Conference – Brisbane, Retrieved from http://www.aare.edu.au/08pap/vac08335.pdf
• Yaman, H., & Şahin, T. (2014). Concrete and virtual manipulative-assisted teaching of geometry’s impact on the success of building and drawing geometric structures of 5th grade students. Abant Izzet Baysal University Journal of Education, 14(1), 202-220.
• Yurdakul, I. (2011). Examining technopedagogical knowledge competencies of preservice teachers based on ICT usage. Hacettepe University Journal of Education, 40, 397-408.

APA

Akkaya, R. (2016). Research on the Development of Middle School Mathematics Pre-service Teachers’ Perceptions Regarding the Use of Technology in Teaching Mathematics. Eurasia Journal of Mathematics, Science and Technology Education, 12(4), 861-879. https://doi.org/10.12973/eurasia.2016.1257a

Vancouver

Akkaya R. Research on the Development of Middle School Mathematics Pre-service Teachers’ Perceptions Regarding the Use of Technology in Teaching Mathematics. EURASIA J Math Sci Tech Ed. 2016;12(4):861-79. https://doi.org/10.12973/eurasia.2016.1257a

AMA

Akkaya R. Research on the Development of Middle School Mathematics Pre-service Teachers’ Perceptions Regarding the Use of Technology in Teaching Mathematics. EURASIA J Math Sci Tech Ed. 2016;12(4), 861-879. https://doi.org/10.12973/eurasia.2016.1257a

Chicago

Akkaya, Recai. "Research on the Development of Middle School Mathematics Pre-service Teachers’ Perceptions Regarding the Use of Technology in Teaching Mathematics". Eurasia Journal of Mathematics, Science and Technology Education 2016 12 no. 4 (2016): 861-879. https://doi.org/10.12973/eurasia.2016.1257a

Harvard

Akkaya, R. (2016). Research on the Development of Middle School Mathematics Pre-service Teachers’ Perceptions Regarding the Use of Technology in Teaching Mathematics. Eurasia Journal of Mathematics, Science and Technology Education, 12(4), pp. 861-879. https://doi.org/10.12973/eurasia.2016.1257a

MLA

Akkaya, Recai "Research on the Development of Middle School Mathematics Pre-service Teachers’ Perceptions Regarding the Use of Technology in Teaching Mathematics". Eurasia Journal of Mathematics, Science and Technology Education, vol. 12, no. 4, 2016, pp. 861-879. https://doi.org/10.12973/eurasia.2016.1257a