The purpose of this study was to determine the perceptions of preservice 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.
Material and methods:
Participants of the study were 21 senior class pre-service mathematics teachers of a public university. Data were collected through an open-ended test, lesson plans and self-assessment reports.
After the implementation of 11 weeks of drama-based activities with teacher candidates, preservice 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 the content analysis. Findings were discussed according to the emergent categories.
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