The purpose of this study is to reveal the role of computer technology in process of solving mathematical modeling problems (theoretical-experimental) of preservice mathematics teachers. The study sample consisted of 20 preservice teachers in their last year at the Elementary Mathematics Education Program at a state university. The participants worked on six mathematical modeling problems, three experimental and three theoretical problems, in groups of four. Each group was provided a computer

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... th GeoGebra software and internet access and was free to use technology as they want. The data were collected from the videos recorded during their work, the focus group discussions, the screen casts of the groups on the computers and the observation notes of the researcher. The data that obtained from different sources were analyzed comparatively using content analysis. The determined codes are classified under the steps of the mathematical modeling process. The results of the study showed that technology facilitates complex and difficult mathematical modeling. For the experimental modeling problems, technology played an active role in every phase of the modeling. It was also used in all phases in the theoretical modeling problems except for the understanding the problem phase. For both the experimental and the theoretical modeling problems, technological tools allowed to analyze the relationships among the data dynamically, to obtain real-life data regarding the problem and produce hypotheses, to determine the variables and analyze the equivalent of the model results in real life. However, overconfidence about the results they obtained using the technology during the generation and verification of appropriate mathematical models yielded negative results. These results suggest that technology should be integrated in the mathematical modeling process in order to reduce the complexity of the modeling process and provide richer learning environments for students.