The effects of computer aided mathematics teaching on mathematics teachers' views on learning

The aim of this study is to investigate the effects of computer- assisted mathematics teaching (CAMT) practices mathematics teacher candidates on their opinions about learning process. In line with this general objective, the level of persistence in the opinions of CAMT was investigated. The study is quantitative and quasi-experimental method based on single-group pretest-posttest application was used. The universe of the research is the fourth year students of the department of mathematics teaching at Fırat University Faculty of Education in 2016- 2017 academic year. The sample of this sample is 51 (26 Female, 25 Male) mathematics preservice teachers. The Demographic Information Form developed by the researchers before and after the application as a data collection tool and the Computer Aided Mathematics Education Questionnaire developed by Yenilmez and Sarıer (2007) were used. In addition, after three months following the implementation process, the related sampling was re-applied as a retention test. Fourteen weeks of applied practice in the scope of the research includes the course content applications of Computer Aided Mathematics Teaching, the theoretical information in this course, teaching methods and techniques related to this teaching method, applied activities related to the course process, study papers applied in the scope of the course and student homework. According to the findings of the study, it was determined that after the application period of the mathematics teacher candidates, there was an increase in the scores of the CAMT Class Questionnaire and the persistence of the opinions about the CAMT persisted. As a result of the study findings, recommendations on BDM were made.