Preservice Mathematics Teachers' Perceptions of Drama Based Instruction


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Bulut N.

EURASIA JOURNAL OF MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION, cilt.12, ss.1997-2011, 2016 (SSCI İndekslerine Giren Dergi) identifier

  • Cilt numarası: 12 Konu: 8
  • Basım Tarihi: 2016
  • Doi Numarası: 10.12973/eurasia.2016.1291a
  • Dergi Adı: EURASIA JOURNAL OF MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION
  • Sayfa Sayıları: ss.1997-2011

Özet

The purpose of this study was to determine the perceptions of pre-service mathematics teachers related to drama-based instruction. For this purpose, effects of a drama-based mathematics course on senior class pre-service mathematics teachers' knowledge about drama-based instruction and teacher candidates' competencies for developing and implementing drama-based lesson plans were investigated. Participants of the study were 21 senior class pre-service mathematics teachers of a public university in Turkey. Data were collected through an open-ended evaluation form, lesson plans and self-assessment reports. After the 11-week implementation of drama-based activities with teacher candidates, pre-service mathematics teachers succeeded to develop unique lesson plans and implement them with pupils. Lesson plans and self-assessment reports of teacher candidates were analyzed according to descriptive and content analysis. Findings were discussed according to the emergent categories.