摘要：The purpose of the present study was to investigate primary and secondary school mathematics teacher trainees' level of technological pedagogical content knowledge (TPACK) and the effects of their perception of the frequency of technology use on TPACK. The participants were 340 teacher trainees studying at primary and secondary mathematics teacher education departments. The data was collected via the TPACK scale and a personal information questionnaire. The data was analysed using frequency, percentage, mean and multivariate analysis of variance calculations. The results indicated that teacher trainees' TPACK scores differed significantly in relation to their perception of the frequency of technology use. A comparison among the factors of the TPACK according to the participants' perception of the frequency of technology use revealed significant differences between technological knowledge (TK), technological pedagogical knowledge (TPK), technological content knowledge (TCK) and TPACK. However, no significant differences were observed for the factors pedagogical knowledge (PK), content knowledge (CK) and pedagogical content knowledge (PCK). Another finding of this study suggested that teacher trainees who had a positive perception of the frequency of technology use had a higher level of TK, TPK, TCK and TPACK compared to other teacher trainees. Keywords: Technological Pedagogical Content Knowledge, Frequency of Technology Use, Mathematics Teacher Trainees
关键词：Technological Pedagogical Content Knowledge, Perception of the Frequency of Technology Use, Mathematics Teacher Trainees;Teknolojik Pedagojik Alan Bilgisi, Teknoloji Kullanım Sıklığı Algısı, Matematik Öğretmen Adayları
