Teaching with technology is considered a necessity in the U.S. mathematics classroom. However, few studies have established explicit considerations to support technology-enhanced student achievement. The purpose of this study was to characterize the effectiveness of technology in the mathematics classroom by systematically reviewing meta-analytic research. An exhaustive literature search was conducted. After applying a prioi inclusion criteria the pool of 65 initial meta-analyses was reduce to 13 representative studies. Each study was reviewed and characteristics were coded in four categories: (1) sample, (2) measurement, (3) design, and (4) source. An inductive review of the coded studies produced five unique moderators that were the most salient across studies. Overall mean effect sizes were retrieved or calculated from available study data. Hedges g was used as the common effect size metric for comparison across studies.  The Technological Pedagogical Content Knowledge (TPACK) framework was used to interpret the most salient moderators of effects across studies.  Studies were categorized by didactical functionality and technology type. The results suggest that effects vary by didactical functionality from small to medium. The largest variations were observed for the didactical function of developing conceptual understanding.  Implications for research and instructional praxis are provided.

In this study, it is aimed to examine the relationship between prospective teachers' occupational anxiety and technological pedagogical content knowledge. Correlational model was used in this study. The participants consisted of 481 prospective teachers studying at Sakarya University Faculty of Education in the spring term of 2018-2019 academic year. Technological Pedagogical Content Knowledge Scale (TPACKS) and Occupational Anxiety Scale (OAS) were used as data collection instruments. As a result of canonical correlation analysis, it was determined that technological pedagogical content knowledge affects occupational anxiety by 62%.

This research aims to reveal the first-year experiences of social studies teachers who have just started their profession in the public sector. Also, it aims to reveal what awaits teachers in the school environment and the current experiences of teachers at the beginning of the profession. Case study design, one of the qualitative research designs, was used in the study. The study group of the research consists of 34 social studies teachers working in secondary schools affiliated to the Ministry of National Education (Turkey) in the districts of Ankara. Participants were selected on an equal basis from all districts of Ankara province. Purposeful sampling, one of the non-random sampling methods was used in determining participants. In addition, criterion sampling was also used in the purposeful sampling phase. The obtained data were subjected to the content and descriptive analysis. As a result of the research, following the latest changes and developments and developing their basic knowledge and skills seems important for teachers who started their profession in the public sector. The multidisciplinary of the social studies branch, attractivity, and the fact that there are no alternatives comes to the fore in teachers' decision-making process to become social studies teachers. In addition, teachers participating in the research suggested to new teachers that they should master their fields, maintain their personal development, get to know the target group, and maintain strong communication in school.

This article is aimed at integrating the Technological Pedagogical Content Knowledge (TPACK) system with the Didactic Suitability Criteria (DSC) of the Didactic-Mathematical Knowledge and Competences (DMKC) system to improve the reflection of prospective mathematics teachers on online classes. Thirteen prospective teachers, divided into two subgroups, participated in a training cycle that addressed both models. Each participant used and created indicators of reflection of the assigned model to analyze an online class on functions, and subgroups exchanged reflections to examine the class from the other model’s perspective. It was noted that the DMKC model allows for a broad analysis of the class but has limitations in assessing technology and the teacher's technological knowledge, while TPACK’s emphasis is on technology and teacher knowledge but does not explicitly address mathematical interaction or affective aspects. It is concluded that combining the TPACK model and the DSC of the DMKC model can generate more complete tools to reflect on online math classes and consequently allow for a comprehensive evaluation that covers both the mathematical content and the technological and pedagogical skills of the teacher.