Özet:

The aim of the study is to examine the effect of technology usage in mathematics teaching to mathematical literacy of the sixth-grade students and to determine the students’ opinions about education applications. The study was conducted among a hundred and thirty-three sixth-grade students in 2016-2017. In the study embedded design, which is one of the mixed-method case studies is used.  In the quantitative part of the study, single group pretest-posttest design is used; in the qualitative part of the study, case study method is used. Mathematical Literacy Self-Efficacy Scale and semi-structured interview form were used as data collection tool in the study. The pretest-posttest total scores obtained were analyzed by using paired sample t-test, mean, percentage, frequency and content analysis method. The analysis shows that there is a significant difference between the pretest and posttest. In the light of these findings, using technology in teaching mathematics increased the mathematical literacy self-efficacy of the sixth-grade students, according to student views the lectures became more enjoyable, students’ self-confidence to understand the mathematical relations in daily life increased and they understood the mathematical concepts better by visualization of the terms with technology usage.

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