Opinions of pre-service mathematics teachers on digital learning platforms

Ulaş Çalık; Esra Altıntaş

doi:10.17478/jegys.1732142

Opinions of pre-service mathematics teachers on digital learning platforms

Abstract

The purpose of this study is to determine pre-service mathematics teachers’ views on digital learning platforms, the extent to which these platforms are integrated into teaching and assessment processes, the usability of digital learning platforms in teaching and assessment processes, pre-service mathematics teachers’ thoughts on the contributions of digital learning platforms to mathematics education and the problems they encounter when using digital learning platforms. This study is important in terms of helping to determine the necessary strategies and educational policies to support the integration of digital learning platforms into teaching and assessment processes, understanding the potential of digital learning platforms in mathematics teaching and identifying important considerations for improving teaching practices. It also aims to contribute to finding solutions to the problems encountered. In the context of 21st-century skills, including technological skills and digital literacy, it is important to determine pre-service mathematics teachers’ knowledge levels about these skills during their professional preparation process and to reveal their opinions about digital learning platforms, which are considered to play a significant role in developing these skills in middle school students. In this research, a case study design, which is one of the qualitative research methods, was used. The study group consists of 68 fourth-year students from the elementary mathematics teaching program at the faculties of education of state universities located in Aydın, Denizli and Kars. Data for the study were collected through a semi-structured interview form consisting of 8 open-ended questions. The data obtained from the data collection process were analyzed using content analysis, a qualitative analysis method. According to the findings of the research, pre-service mathematics teachers prefer the question-and-answer technique the most in teaching. They define digital learning platforms as web-based/online environments and use platforms such as GeoGebra/Desmos and Educational Informatics Network. These pre-service teachers integrate digital learning platforms into teaching and assessment processes and use these platforms because they are engaging and enjoyable. They decide on the platform selection based on the subject and learning outcomes. Additionally, they state that digital platforms are useful in visualizing abstract concepts. However, internet and infrastructure inadequacies are expressed as significant obstacles in the use of digital platforms.

Keywords

References

Acosta Marino, A. A., Cobena Cedeno, A. A., Peralta Jimenez, M. L., Rosado Garcia, T. L., & Chancay Chancay, M.M. (2025). Digital tools and the learning of mathematics in basic education. Revista Minerva, 6(17), 29-38. https://doi.org/10.47460/minerva.v6i17.191
Akşan Kılıçaslan, E., Tuğaç, M. N., & Eryılmaz Toksoy, S. (2022). Çevrim içi öğrenme ortamlarında kullanılan platformlar ve dijital araçlar: ilköğretim matematik öğretmenleri gözüyle (Platforms and digital tools used in the online learning environment: through the eye of primary school mathematics teachers). Journal of Uludag University Faculty of Education, 35(2), 407-425. https://doi.org/10.19171/uefad.1080474
Arslan, A. (2008). Web destekli öğretimin ve öğretimsel materyal kullanımının öğrencilerin matematik kaygısına, tutumuna ve başarısına etkisi (The effects of web supported ınstructıon and use of ınstructıonal materıals on students’ mathematıcs anxıetıes, attıtudes and achıevements) [Unpublished Doctoral thesis]. Marmara University.
Arslan, Z. (2016). Eğitim bilişim ağındaki matematik dersi içeriğine ilişkin öğretmen görüşleri: Trabzon ili örneği (Teachers’ opinions towards mathematics content in education information network) [Unpublished master's thesis]. Gazi University.
Astuti, N. H., Rusilowati, A., & Subali, B. (2021). STEM-based learning analysis to improve students’ problem solving abilities in science subject: a literature review. Journal of Innovative Science Education, 10(1), 79–86. https://doi.org/10.15294/JISE.V9I2.38505
Atan, F., & Kocasaraç, H. (2022). Dijital öğrenme-öğretme araçları (Digital learning and teaching tools). Journal of Civilization Education Research, 6(2), 1-17.
Avcı, Ü., Kula, S. S., & Haşlaman, T. (2019). Teachers’ opinions on technology that they want to integrate into the learning-teaching process. Acta Infologica, 3(1), 13-21. https://doi.org/10.26650/acin.556003
Aygün, H. A. (2009). Yeni ilköğretim programının uygulanmasıyla eğitim teknolojileri kullanımına ilişkin öğretmen görüşleri (İstanbul ili Ümraniye ilçesi örneği) (New primary school program on practical use of education technology teachers' opinions by (example of umraniye district of istanbul province) [Unpublished master's thesis]. Sakarya University.

Baltacı, A. (2017). Nitel veri analizinde Miles-huberman modeli (Miles-Huberman Model in Qualitative Data Analysis). Ahi Evran University Journal of the Social Sciences Institute (AEÜSBED), 3(1), 1-15.
Bozkurt, A., & Cilavdaroğlu, A. K. (2011). Matematik ve sınıf öğretmenlerinin teknolojiyi kullanma ve derslerine teknolojiyi entegre etme algıları (Mathematics and classroom teachers’ perceptions of technology use and integration into their instruction). Kastamonu Journal of Education, 19(3), 859-870.
Büyüköztürk, Ş., Kılıç, Ç. E., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2016). Bilimsel araştırma yöntemleri (Scientific research methods). Pegem Academy.
Cirneanu, A. L., & Moldoveanu, C. E. (2024). Use of digital technology in integrated mathematics education. Applied System Innovation, 7(4), 1-26. https://doi.org/10.3390/asi7040066
Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). SAGE Publications.
Cüre, F., & Özdener, N. (2008). Öğretmenlerin bilgi teknolojileri (Bit) uygulama başarıları ve Bit’e yönelik tutumları (Teachers’ information and communication technologies (ict) using achievements and attitudes towards ict). Hacettepe University Journal of Education, 34, 41–53.
Demirel, Ö. (2018). Kuramdan Uygulamaya Öğretim İlke ve Yöntemleri (From Theory to Practice: Principles and Methods of Teaching). Pegem Academy.
Dilling, F., & Vogler, A. (2023). Pre service teachers’ teflections on attitudes towards teaching and learning mathematics with online platforms at school: a case study in the context of a university online training. Technology, Knowledge and Learning, 28(3), 1401–1424. https://doi.org/10.1007/s10758-022-09602-0
Durmuş, S., & Karakırık, E. (2006). Virtual manipulatives in mathematics education: A theoretical frame work. Turkish Online Journal of Educational Technology, 5(1), 117-123.
Dyrvold, A., & Bergvall, I. (2023). Digital teaching platforms: the use of dynamic functions to express mathematical content. Scandinavian Journal of Educational Research, 68(5), 861-877. https://doi.org/10.1080/00313831.2023.2196555
Fjærestad, M., & Xenofontos, C. (2025). Digital tools in mathematics classrooms: norwegian primary teachers’ experiences. In Education, 30(1), 3-23. https://doi.org/10.37119/ojs2025.v30i1.807
Güler, E. (2018). Açık ve uzaktan öğrenme ortamlarında esneklik (Flexibility in Open and Distance Learning Environments). Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 4(3), 75-95.
Havrilova, L. H., Beskorsa, O. S., & Ishutina and O. Y. (2021). Modelling the digital learning envıronment for prımary school teacher training. Information Technologies and Learning Tools, 81(1), 180-191. doi: 10.33407/itlt.v81i1.3401.
Hillman, T., Rensfeldt, A.B., & Ivarsson, J. (2020). Brave new platforms: a possible platform future for highly decentralised schooling. Learning, Media and Technology, 45(1), 7– 16.
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The Difference between Emergency Remote Teaching and Online Learning. Educause Review, 27, 1-12.
Huda, R., & Qohar, A. (2021). Student activeness and understanding in mathematics learning using geogebra application on the trigonometry ratio topic. AIP Conference Proceedings, 2330(1), 1-8. https://doi.org/10.1063/5.0043140
Keskin Yorgancı, F. (2019). Ortaokul matematik öğretmenlerinin eğitim bilişim ağı (EBA) projesinden yararlanma düzeyleri ve proje hakkındaki görüşleri (middle school mathematics teachers’s levels of utilization the education informatics network (eba) project and their opinions about the project )[Unpublished master's thesis]. Van Yüzüncü Yıl University.
Kliziene, I., Taujanskiene, G., Augustiniene, A., Simonaitiene, B., & Cibulskas, G. (2021). The impact of the virtual learn-ing platform EDUKA on the academic performance of primary school children. Sustainability, 13(4), 1-14. https://doi.org/10.3390/su13042268
Koedinger, K. R., Corbett, A. T., & Perfetti, C. (2012). The knowledge-learning-instruction framework: Bridging the sciencepractice chasm to enhance robust student learning. Cognitive Science Society, 36(5), 757-798. https://doi.org/10.1111/j.1551-6709.2012.01245.x
Korenova, L., Krpec, R., & Barot, T. (2024). Digital technologies in primary mathematics education: ınsights from future teachers’ portfolios. Proceedings of the 23rd European Conference on e-Learning, 23(1), 197-208. https://papers.academic-conferences.org/index.php/ecel/issue/view/38
Korkmaz, Ö., & Yazıcı, E. (2023). 2017-2021 yılları arasında Türkiye’de matematik eğitiminde öğretim teknolojileri kullanımı eğilimleri (Trends in the use of instructional technologies in mathematics education in turkey between 2017 and 2021 years). Gazi Journal of Education Sciences, 9(1), 94-122.
Krippendorff, K. (2018). Content analysis: An introduction to its methodology (4th ed.). SAGE Publications
Kutluca, T., & Zengin, Y. (2011). Matematik öğretiminde GeoGebra kullanımı hakkında öğrenci görüşlerinin değerlendirilmesi (Evaluation of views of students about using geogebra in teaching of mathematics). The Dicle University Journal of Ziya Gökalp Education Faculty, 17, 160-172.
Mendez, D., Mendez, M. & Anguita, J. M. (2020). The effect of digital platforms in the motivation of future primary education teachers towards mathematics. New Trends and Issues Proceedings on Humanities and Social Sciences, 7(3), 112–123.
Ministry Of National Education [MoNE]. (2025). Türkiye Yüzyılı Maarif Modeli: Öğretim programları ortak metni (The century of türkiye education model teaching programs joint text). Ankara. https://tymm.meb.gov.tr/ortak-metin it was accessed from the address.
Naidoo, J. (2020). Postgraduate mathematics education students’ experiences of using digital platforms for learning within the COVID-19 pandemic era. Pythagoras, 41(1), 1-11.
Niederhauser, D. S., & Stoddart, T. (2001). Teachers’ instructional perspectives and use of educational software. Teaching and Teacher Education, 17(1), 15-31.
Ocak, G., Ütebay, B., & Yurtseven, N. (2024). Dijital araçlarla informal öğrenme yeterlilik ölçeğinin geliştirilmesi (Development of informal learning qualification scale with digital tools). Journal of Information Technologies, 17(4), 267-279. https://doi.org/10.17671/gazibtd.1431471
Öksüz, C., & Ak, Ş. (2010). İlköğretim okullarında matematik derslerinde teknoloji kullanım düzeyini belirleme ölçeği geçerlik ve güvenilirlik çalışması (A validity and reliability study of the level of technology use scale in mathematics lessons at elementary school level). Electronic Journal of Social Sciences, 9(32), 372-383.
Özay Köse, E. (2011). Öğretmen adaylarının öğretim yöntem ve tekniklerini kullanabilme düzeyleri (Prospective teachers’ using level of teaching methods and techniques). Manisa Celal Bayar University Journal of Education, 1(1), 68-85.
Polat, M., & Koç, M. (2024). Dijital ortamlarda fen eğitimi: dijital öğrenme platformları üzerine fen bilgisi öğretmen görüşleri (Science education in digital environments: science teachers’ opinions on digital learning platforms). Hakkari Review, 8(1), 32-55. https://doi.org/10.31457/hr.1457663
Seferoğlu, S. S. (2001). Elementary school teachers perceptions of professional development. Hacettepe University Journal of Education, 20(20), 117-125.
Septian, A., Inayah, S., Suwarman, R. F., & Nugraha, R. (2020). Geogebra-assisted problem based learning to ımprove mathematical problem solving ability. In SEMANTIK Conference of Mathematics Education, 67–71.
Serin, U. (2008). İzmir ilinde görev yapan fen alanı öğretmenlerinin öğretme strateji ve stilleri ile tercih ettikleri öğretim yöntemleri ve çoklu zeka alanları arasındaki ilişki (The relationship between the teaching strategies and styles of the science teachers working in ızmir and their teaching methods multiple ıntelligence) [Unpublished Doctoral thesis]. Dokuz Eylül University.
Subaşı, M., & Okumuş, K. (2017). Bir araştırma yöntemi olarak durum çalışması (Case study as a research method). Atatürk University Current Perspectives in Social Sciences, 21(2), 419-426.
Uzundağ, K. (2016). Sınıf öğretmenlerinin sanal manipülatiflere ilişkin görüşleri (Opinions of prġmary teachers regarding virtual manipulatives) [Unpublished master's thesis]. Aydin Adnan Menderes University.
Voogt, J., Erstad, O., Dede, C., & Mishra, P. (2013). Challenges to learning and schooling in the digital networked world of the 21st century. Journal of Computer Assisted Learning, 29(5), 403-413.
Yazıcı, E. B. (2021). İlkokul matematik dersinde dijital eğitim platformlarının sınıf öğretmenleri görüşlerine göre incelenmesi (Investigation of digital education platforms in primary school mathematics lesson according to the opinions of classroom teachers) [Unpublished master's thesis]. Gazi University.
Yazıcı, E. B., & Özerbaş, M. A. (2022). Sınıf öğretmenlerinin dijital eğitim platformlarını kullanma durumlarının incelenmesi (Investigation of classroom teachers' use of digital education platforms). Sakarya University Journal of Education Faculty, 22(1), 1-14. https://doi.org/10.53629/sakaefd.1001477
Yıldırım, A., & Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri (Qualitative research methods in social sciences). Seçkin Yayıncılık.
Yıldırım, A., & Şimşek, H. (2018). Sosyal bilimlerde nitel araştırma yöntemleri Qualitative research methods in social sciences). Seçkin Yayıncılık.
Yin, R.K. (2014) Case study research: Design and methods (5th ed.). Thousand Oaks: Sage Publications.
Zwart, D. P., Van Luit, J. E. H., Noroozi, O., & Goei, S. L. (2017). The effects of digital learning materials on students’ mathematics learning in vocational education. Cogent Education, 4(1), 1-10. http://dx.doi.org/10.1080/2331186X.2017.1313581
Wang, G., Zhang, Y., Zhao, J., Zhang, J., & Jiang, F. (2020). Mitigate the effects of home confinement on children during the COVID-19 outbreak. The lancet, 395, 945-947. https://www.thelancet.com/action/showPdf?pii=S0140-6736%2820%2930547-X

Details

Primary Language

English

Subjects

Mathematics Education

Journal Section

Research Article

Authors

Ulaş Çalık ^*
0009-0002-1820-3159
Türkiye

Esra Altıntaş
0000-0003-3311-7179
Türkiye

Early Pub Date

December 3, 2025

Publication Date

December 30, 2025

Submission Date

July 1, 2025

Acceptance Date

October 11, 2025

Published in Issue

Year 2025 Volume: 13 Number: 4

DOI

https://doi.org/10.17478/jegys.1732142

IZ

https://izlik.org/JA48MT58TX

Cite

RIS / Bibtex

APA

Çalık, U., & Altıntaş, E. (2025). Opinions of pre-service mathematics teachers on digital learning platforms. Journal for the Education of Gifted Young Scientists, 13(4), 205-225. https://doi.org/10.17478/jegys.1732142

AMA

1.Çalık U, Altıntaş E. Opinions of pre-service mathematics teachers on digital learning platforms. JEGYS. 2025;13(4):205-225. doi:10.17478/jegys.1732142

Chicago

Çalık, Ulaş, and Esra Altıntaş. 2025. “Opinions of Pre-Service Mathematics Teachers on Digital Learning Platforms”. Journal for the Education of Gifted Young Scientists 13 (4): 205-25. https://doi.org/10.17478/jegys.1732142.

EndNote

Çalık U, Altıntaş E (December 1, 2025) Opinions of pre-service mathematics teachers on digital learning platforms. Journal for the Education of Gifted Young Scientists 13 4 205–225.

IEEE

[1]U. Çalık and E. Altıntaş, “Opinions of pre-service mathematics teachers on digital learning platforms”, JEGYS, vol. 13, no. 4, pp. 205–225, Dec. 2025, doi: 10.17478/jegys.1732142.

ISNAD

Çalık, Ulaş - Altıntaş, Esra. “Opinions of Pre-Service Mathematics Teachers on Digital Learning Platforms”. Journal for the Education of Gifted Young Scientists 13/4 (December 1, 2025): 205-225. https://doi.org/10.17478/jegys.1732142.

JAMA

1.Çalık U, Altıntaş E. Opinions of pre-service mathematics teachers on digital learning platforms. JEGYS. 2025;13:205–225.

MLA

Çalık, Ulaş, and Esra Altıntaş. “Opinions of Pre-Service Mathematics Teachers on Digital Learning Platforms”. Journal for the Education of Gifted Young Scientists, vol. 13, no. 4, Dec. 2025, pp. 205-2, doi:10.17478/jegys.1732142.

Vancouver

1.Ulaş Çalık, Esra Altıntaş. Opinions of pre-service mathematics teachers on digital learning platforms. JEGYS. 2025 Dec. 1;13(4):205-2. doi:10.17478/jegys.1732142