Aim/Purpose: The study aimed to develop a unique program based on a technological hackathon (MATH-HACK) for special education pre-service teachers (PSTs), and to examine its impact on their Technological, Pedagogical, and Content Knowledge (TPACK) as well as on their attitudes toward designing technology-based activities in mathematics for students with special needs. Background: Integrating technology into mathematics instruction is vital for supporting students with special needs. While special education teachers often express positive attitudes toward technology integration, its actual implementation in practice remains limited, mainly due to insufficient training. Pre-service teachers often report a need for greater support in developing the skills needed to integrate technology effectively. Methodology: The sample included 63 special education PSTs, exceeding the minimum required size of 52 determined in advance using G*Power. TPACK and attitude questionnaires regarding the design of technology-based mathematical activities were used. The quantitative analysis, conducted using SPSS (Version 29), included paired samples t-tests, repeated measures ANOVAs, Pearson correlations, and hierarchical regression analyses to identify predictors of improvement. Contribution: This study proposes a practical training program for special education PSTs, emphasizing the integration of technology as a core component. It underscores the potential contribution of the MATH-HACK program as a foundation for developing professional knowledge (TPACK) and fostering positive attitudes in this field. Findings: The findings show improvement in each component of TPACK, with the most notable gains in technological knowledge. Students’ attitudes improved, particularly regarding their ability to cope with challenges. Moreover, it was found that PSTs who designed technological activities for students with emotional-behavioral disabilities and learning disabilities showed greater improvement in all areas of TPACK compared to PSTs who designed activities for students with complex disabilities. In addition, most PSTs preferred this method of instruction to classic instructional techniques. Recommendations for Practitioners: The findings indicate that the MATH-HACK training program contributes to the development of PSTs’ TPACK components, while also fostering positive attitudes toward designing technology-based activities for students with special needs. In light of its contribution, it is recommended that similar training programs be developed and implemented further. Recommendation for Researchers: It is recommended to incorporate interviews to gain a deeper understanding of the improvements experienced by the research participants and to continue with a longitudinal study to assess whether they apply what they learned during the hackathon in their teaching practices. Impact on Society: The study highlights the potential contribution of this innovative model to the preparation of special education PSTs within a technological-mathematical context, a process that may enhance the mathematical achievement of students with special needs. Future Research: It would be valuable to assess the program’s applicability in other content disciplines, both in special education and general education.

MATH-HACK is an innovative program that integrates a technological hackathon with mathematics instruction for pre-service teachers (PSTs). Based on the TPACK model (Technological, Pedagogical, and Content Knowledge), the program aims to foster active, experiential learning. This study examines the program’s immediate contribution to PSTs’ learning experience and their acquisition of TPACK components upon completion of the program. In addition, it explores the long-term professional insights PSTs developed over time. The study involved 40 PSTs at one academic institution who participated in an intensive 3-day program: 2 days developing technological-mathematical activities for students with special needs, and a culmination day in which such students came to campus to learn using the developed products. Research tools included interviews and reflective journals, analyzed using a qualitative thematic content analysis that combined both inductive and deductive approaches. The research findings showed PSTs thought the program was focused, practical, and included quality professional support, and enabled collaborative learning. Immediately post-program, PSTs described seeing improvement in their TPACK technological-mathematical component, and over time described their most significant improvement in the technological-pedagogical component, both in terms of knowledge and sense of self-efficacy. Notably, participants expressed strong motivation to continue learning and teaching through hackathon-based formats, viewing this approach as a meaningful and engaging model for professional growth. This study provides new theoretical and practical insights into how technology-enhanced collaborative learning environments can foster pedagogical innovation and support inclusive teaching practices in teacher education. Beyond the specific context of mathematics and special education, the findings offer broader implications for higher education by illustrating how hackathon-based, technology-enhanced active learning designs can be adapted to promote pedagogical innovation, collaborative knowledge construction, and inclusive teaching practices across disciplines and institutional contexts.

Inclusive secondary mathematics education is complex because teachers must respond to learner variability while preserving mathematical goals and participation. Using a mixed-methods design, we examined changes in multidimensional professional learning following participation in a graduate course on teaching students with special educational needs (SEN), focusing on inclusive practices, attitudes, self-efficacy, and achievement emotions. Participants were 29 master’s students in secondary mathematics education. Pre- and post-course measures were complemented by written reflections that illuminated practical and emotional dimensions of learning. Participants reported improvements in inclusive practices, attitudes, and self-efficacy, alongside more favorable achievement emotions: enjoyment, hope, and pride increased, whereas anger, anxiety, and hopelessness decreased. Qualitative findings revealed a shift from viewing adaptations as isolated techniques to diagnostically analyzing learner characteristics, task demands, and instructional design. Participants distinguished more clearly among content-related, cognitive, and executive-function difficulties and translated these distinctions into concrete supports. Findings underscore the value of sustained, differentiated, and reflective preparation for supporting multidimensional professional learning in inclusive mathematics classrooms.