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The aim of this study was to determine the views of mathematics teachers on the factors that affect the integration of technology in mathematic courses. It is a qualitative case study. The sample size of the study is 10 teachers who are receiving postgraduate education in a university in Turkey. The current study was conducted in three stages. At the first stage, software and learning objects were introduced to the teachers. At the second stage, activities were performed with the teachers. At the third stage, teachers practiced a technology-assisted course in a real classroom environment. After all stages were fulfilled, a retrospective interview was conducted with all teachers individually. The content analysis of the interviews indicated that there are many factors affecting technology integration, namely, the categories of teacher-based factors, student-based factors, content-method-resource-timemanagement based factors and technical considerations.

The Views of Mathematics Teachers on the Factors Affecting the Integration of Technology in Mathematics Courses