The purpose of this research is to examine middle school mathematics teachers’ technological-pedagogical content knowledge and their competencies in mathematical modeling. In the research, descriptive analysis techniques, one of the quantitative research methods, were used. The sample consists of a total of 60 middle school mathematics teachers working at middle school levels in state or private education institutions affiliated to the Ministry of National Education located in the districts of a city center in Central Anatolia. Research data were obtained using the Technological-Pedagogical Content Knowledge Scale (TPACK) and the Model and Modeling Scale. The scales were applied to mathematics teachers electronically via Google Forms in the spring semester of the 2021-2022 academic year. According to the data obtained from the research, it has been revealed that male teachers have better perceptions of technological-pedagogical content knowledge than female teachers. Professional experience, state and private school, graduation status, education level, and the district where they work, no significant mean difference was found between both the knowledge and perceptions of mathematics teachers about mathematical modeling and their knowledge and perceptions of the technological pedagogical field. It is recommended to increase the awareness and knowledge of mathematical modeling with in-service training prepared for mathematics teachers.

Mathematical modeling, modeling competence, modelling, technological-pedagogical content knowledge, mathematics teacher.