Preservice Mathematics Teachers' Perceptions of Drama Based Instruction


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Bulut N.

EURASIA JOURNAL OF MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION, vol.12, no.8, pp.1997-2011, 2016 (Journal Indexed in SSCI) identifier

  • Publication Type: Article / Article
  • Volume: 12 Issue: 8
  • Publication Date: 2016
  • Doi Number: 10.12973/eurasia.2016.1291a
  • Title of Journal : EURASIA JOURNAL OF MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION
  • Page Numbers: pp.1997-2011

Abstract

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.