Akademik Veri Yönetim Sistemi
SCHOOL SCIENCE AND MATHEMATICS JOURNAL FOR ALL SCIENCE AND MATHEMATICS TEACHERS, cilt.1, ss.1-16, 2026 (ESCI, Scopus)
Integrating technology in mathematics education requires alignment with appropriate pedagogic approaches. This study explores the relationship between mathematics teachers' pedagogic orientations (teacher- or student-centeredness), frequency of technology use [hardware (e.g., IWB, smart screen, laptops/tablets, calculator) and software (e.g., dynamic geometry software, Open Education Resource platform, spreadsheet, word processor, AI language models)], and specific pedagogic practices involving technology in the classroom across two distinct contexts: Slovenia and Türkiye. Survey data from 179 Slovenian and 1810 Turkish lower and upper secondary mathematics teachers were analyzed to examine technology use in relation to pedagogic practices. The findings reveal notable cross-country differences, with widespread use of Open Education Resource platforms but generally low levels of pedagogically targeted software use. Correlation analyzes show that teachers with more student-centered orientations report more frequent use of technology in mathematics instruction. Findings highlight the need for professional development that aligns with teachers' pedagogic orientations to support technology integration in mathematics instruction.