Teaching Mathematics using Technology in Türkiye and Slovenia

Türkiye and Slovenia have both invested considerably in the digitisation of education since the early 2000s. Yet, while technology is increasingly present in classrooms, its application often lags behind modern educational paradigms such as problem-solving and collaborative learning. Our project addresses this gap by combining quantitative and qualitative research methods to provide a holistic view of technology use in mathematics education and the professional knowledge required for its effective integration.

The project was conducted in two phases. First, a large-scale survey gathered data from mathematics teachers in both countries, offering insights into the availability and use of hardware and software, as well as the relations between the frequency of technology use and teachers' pedagogic orientation. In the second phase, classroom observations and teacher interviews provided a deeper understanding of how technologies are actually implemented in everyday teaching.

The dataset belongs to the first phase of the project. We aso share the original questionnaire from Brestcher (2021) and the Turkish and Slovenian translations of the survey used in the study.