Examination of Primary School Teachers' Opinions on the Mathematics Digital Education Platform

Year 2026, Volume: 10 Issue: 1 , 17 - 29 , 02.04.2026

Sümeyra Akkaya , Anıl Erkan , Hande Tosik

https://doi.org/10.38089/iperj.2026.249

https://izlik.org/JA46ZB77WK

Abstract

In mathematics education, technological tools can be used to visualize mathematical shapes, give three-dimensional form to figures, organize data, and provide opportunities for analysis and calculation. It is believed that teachers of mathematics, an inherently abstract subject, can enhance student success by relating lessons to real life, concretizing abstract concepts, and using multimedia and digital educational platforms that appeal to multiple senses. In 2022, the Ministry of National Education in Türkiye launched a mathematics mobilization under the motto “Mathematics Everywhere.” The mathematics mobilization covers many topics such as mathematics workshops, material development, teacher training, digital platform for teacher training (URL-1). The purpose of this study is to determine the opinions of primary school teachers about the mathematics digital education platform created within the scope of mathematics mobilization (URL-2, URL-3). The case study approach, one of the qualitative research methods, was used to examine teachers’ views. The research was conducted with 13 primary school teachers working in public primary schools in Malatya. Face-to-face and semi- structured interview forms were used to collect data from the teachers in the study. The findings showed that teachers used digital educational platforms in mathematics lessons, that these platforms contributed positively to mathematics teaching and to students’ learning, that they could be used at every stage of instruction and across all grade levels, that teachers considered themselves competent in using them, and that these platforms could also positively influence students’ academic achievement and attitudes toward the lesson. In addition to the positive effects of the digital platform, there are also some negative effects.

Keywords

math mobilization , math teaching , math digital education platform , primary school teacher

Sınıf Öğretmenlerinin Matematik Dijital Eğitim Platformuna İlişkin Görüşlerinin İncelenmesi

https://izlik.org/JA46ZB77WK

Abstract

Matematik öğretiminde teknolojik araçlarla matematikteki şekiller görselleştirilebilmekte ve şekillere üç boyut kazandırılabilmekte, veri düzenlemesi yapılabilmekte, çözümleme ve hesap yapma olanağı sağlanabilmektedir. Soyut bir yapıya sahip olan matematik dersinin öğretimini gerçekleştirecek olan öğretmenlerin, derslerini hayatla ilişkilendirmesi, somutlaştırması, birçok duyuya hitap ederek çoklu ortamlarda ve dijital eğitim platformlarından faydalanarak matematik öğretimini gerçekleştirmesi başarıyı da beraberinde getireceği düşünülmektedir. 2022 yılında Türkiye’de Milli Eğitim Bakanlığı tarafından “Her Yerde Matematik” anlayışıyla matematik seferberliği başlatılmıştır. Matematik seferberliği matematik atölyeleri, materyal geliştirme, öğretmen eğitimi, öğretmen eğitiminin dijital platformu gibi birçok konuyu kapsamaktadır (URL-1). Bu araştırmanın amacı matematik seferberliği kapsamında oluşturulan matematik dijital eğitim platformuna ilişkin sınıf öğretmenlerinin görüşlerinin belirlenmesidir (URL-2, URL-3). Öğretmenlerin görüşleri incelenirken nitel araştırma yöntemlerinden durum çalışması yaklaşımı kullanılmıştır. Araştırma Malatya ilinde resmi ilkokullarda görev yapan 13 sınıf öğretmeni ile yürütülmüştür. Araştırmaya katılan öğretmenlerle yüz yüze ve yarı yapılandırılmış görüşme formları kullanılarak veriler toplanmıştır. Araştırma sonucunda öğretmenlerin matematik dersinde dijital eğitim platformunu kullandıkları, bu platformun matematik dersine, öğrencilerin matematiği öğrenmelerine olumlu katkı sağladığı, dijital platformların dersin her aşamasında ve bütün sınıf kademelerinde kullanılabileceği, öğretmenlerin bu platformu kullanma konusunda kendilerini yeterli gördükleri, bu platformların öğrencilerin akademik başarılarını ve derse yönelik tutumlarını da olumlu etkileyebileceği sonuçlarına ulaşılmıştır. Ayrıca dijital platformun olumlu etkilerinin yanı sıra bir takım olumsuz etkilerinin de olduğu belirtilen görüşler arasındadır.

Keywords

Matematik seferberliği , matematik öğretimi , matematik dijital eğitim platform , sınıf öğretmeni

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