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Abstract
Background:
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.
Results:
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.
Conclusions:
Lesson plans and self-assessment reports of teacher candidates were analyzed according to the content analysis. Findings were discussed according to the emergent categories.
License
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
EURASIA J Math Sci Tech Ed, 2016, Volume 12, Issue 8, 1997-2011
https://doi.org/10.12973/eurasia.2016.1291a
Publication date: 02 Jul 2016
Article Views: 1686
Article Downloads: 1019
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