EUROPEAN EDUCATIONAL RESEARCH ASSOCIATION An Exploration of Middle School Mathematics Teachers’ Beliefs and Goals regarding GeoGebra: Four Cases from the Turkish Republic Author(s):Ipek Saralar (presenting), Shaaron Ainsworth Conference:ECER 2017 Network:24. Mathematics Education Research Format:Paper Session Information 24 SES 10 Paper Session Time:2017-08-24 15:30-17:00 Room:K6.04 Chair:Birgit Pepin Contribution An Exploration of Middle School Mathematics Teachers’ Beliefs and Goals regarding GeoGebra: Four Cases from the Turkish Republic Research evidence showing the benefits of effective technology integration into mathematics classes cannot be underestimated (e.g. Bu et al., 2011; Kim & Reeves, 2007; Mussoi et al., 2011). Researchers found out that some of the benefits are to facilitate learning and enhance understanding (Bu et al., 2011; Mussoi et al., 2011) and provide immediate feedback via different forms of assessments (Kim & Reeves, 2007). Considering these benefits, one of the projects regarding the technology integration into classrooms is FATIH Project in Turkey. One of the aims of this project is to plan in-service training sessions for teachers about new technologies. GeoGebra has been taught to middle school mathematics teachers as a part of FATIH Project since 2015. It is a dynamic mathematics software whose aim is to help learners discover relationships between different mathematical concepts by providing multiple representations such as algebraic, geometric and graphical representations (MoNE, 2010). Even though Turkish Ministry of National Education has adopted a policy to inform mathematics teachers about such software, teachers' beliefs in this regard have not been researched yet (Akgul, 2013; Ayvacı et al., 2014). This is an important omission as teachers’ beliefs and goals are not separable from their classroom practices (e.g., Cross, 2009; Nespor, 1987; Stipek et al., 2001; Zakaria & Maat, 2012). Thus, teachers’ individual interpretations and beliefs are likely to be integral parts of their teaching practices with GeoGebra. The present study attempts to determine the different categories of teacher beliefs regarding the utilisation of GeoGebra and its adequateness and practicality in middle school classes using TPACK Framework. This framework helps researchers to get more information about how teachers utilise technology while teaching by providing evidence on teachers’ technological competencies