Educational Game Design Experiences of Secondary School Preservice Mathematics Teachers

Zeynep Bahar Erşen

Article Details

Educational Game Design Experiences of Secondary School Preservice Mathematics Teachers

Authors:

Zeynep Bahar Erşen

Publisher:

Ankara Yildirim Beyazit University

Main Topics:

Eğitim Sosyolojisi

Journal:

Külliye Issue TÜRKİYE CUMHURİYETİ'NİN 100. YILI ÖZEL SAYISI, pp.455-480

Document Type:

Article

Publication Date:

10/2023

Document Language:

English

Document ID (Org No.):

2001303322

pISSN:

2717-7351

Keywords:

Abstract:

 In this study, it was aimed to reveal the mathematical games designed by secondary school preservice mathematics teachers and their views on this process. The participants of the study, in which a case study, one of the qualitative research designs, was used, consisted of 45 pre-service secondary school mathematics teachers who took the Teaching Mathematics with Games course. The data obtained from the study were subjected to descriptive and content analysis. According to the results obtained from the study, while the majority of the games were designed as boardcard games, the most preferred learning area was numbers and operations. In addition, according to the grade levels, the most games were designed for the 8th grade and the least for the 5th grade level. In the process of mathematical game design, pre-service teachers mostly aim to provide meaningful learning, develop procedural skills, reinforce what has been learned, and make learning mathematics fun. In addition, although the pre-service teachers experienced some difficulties during the game design process, it was determined that this process affected them positively in cognitive, affective, and pedagogical terms.

 In this study, it was aimed to reveal the mathematical games designed by secondary school preservice mathematics teachers and their views on this process. The participants of the study, in which a case study, one of the qualitative research designs, was used, consisted of 45 pre-service secondary school mathematics teachers who took the Teaching Mathematics with Games course. The data obtained from the study were subjected to descriptive and content analysis. According to the results obtained from the study, while the majority of the games were designed as boardcard games, the most preferred learning area was numbers and operations. In addition, according to the grade levels, the most games were designed for the 8th grade and the least for the 5th grade level. In the process of mathematical game design, pre-service teachers mostly aim to provide meaningful learning, develop procedural skills, reinforce what has been learned, and make learning mathematics fun. In addition, although the pre-service teachers experienced some difficulties during the game design process, it was determined that this process affected them positively in cognitive, affective, and pedagogical terms.

 In this study, it was aimed to reveal the mathematical games designed by secondary school preservice mathematics teachers and their views on this process. The participants of the study, in which a case study, one of the qualitative research designs, was used, consisted of 45 pre-service secondary school mathematics teachers who took the Teaching Mathematics with Games course. The data obtained from the study were subjected to descriptive and content analysis. According to the results obtained from the study, while the majority of the games were designed as boardcard games, the most preferred learning area was numbers and operations. In addition, according to the grade levels, the most games were designed for the 8th grade and the least for the 5th grade level. In the process of mathematical game design, pre-service teachers mostly aim to provide meaningful learning, develop procedural skills, reinforce what has been learned, and make learning mathematics fun. In addition, although the pre-service teachers experienced some difficulties during the game design process, it was determined that this process affected them positively in cognitive, affective, and pedagogical terms.

 Bu araştırmada, ortaokul matematik öğretmen adaylarının tasarladıkları matematiksel oyunları ve bu sürece yönelik görüşlerini ortaya koymak amaçlanmıştır. Nitel araştırma desenlerinden durum çalışmasının kullanıldığı çalışmanın katılımcılarını Oyunla Matematik Öğretimi dersini alan 45 ortaokul matematik öğretmen adayı oluşturmaktadır. Araştırmadan elde edilen veriler betimsel ve içerik analizine tabi tutulmuştur. Araştırmadan elde edilen sonuçlara göre, oyunların önemli çoğunluğu masakart oyunları türünde tasarlanırken; öğrenme alanı olarak en çok tercih edilen Sayılar ve İşlemler öğrenme alanı olmuştur. Ayrıca, sınıf düzeylerine göre, en çok 8. sınıf en az ise 5. sınıf düzeyine göre oyun tasarlanmıştır. Matematiksel oyun tasarımı sürecinde öğretmen adayları en çok anlamlı öğrenmeyi sağlamayı, işlemsel becerilerin geliştirilmesini, öğrenilenlerin pekiştirilmesini ve matematik öğrenmeyi eğlenceli hale getirmeyi amaçlamışlardır. Ayrıca, öğretmen adayları, oyun tasarımı sürecinde bir takım sıkıntılar yaşamakla birlikte; bu sürecin onları bilişsel, duyuşsal ve pedagojik anlamda olumlu yönde etkilediği tespit edilmiştir.

Article Details

Educational Game Design Experiences of Secondary School Preservice Mathematics Teachers

Authors:

Zeynep Bahar Erşen

Publisher:

Ankara Yildirim Beyazit University

Main Topics:

Eğitim Sosyolojisi

Journal:

Külliye Issue TÜRKİYE CUMHURİYETİ'NİN 100. YILI ÖZEL SAYISI, pp.455-480

Document Type:

Article

Publication Date:

10/2023

Document Language:

English

Document ID (Org No.):

2001303322

pISSN:

2717-7351

Educational game

mathematics education

game design

preservice mathematics teachersEğitsel oyun

matematik eğitimi

oyun tasarımı

matematik öğretmeni adayları

Issues

Article Details

Authors: Zeynep Bahar Erşen

Publisher: Ankara Yildirim Beyazit University

Main Topics: Eğitim Sosyolojisi

Journal: Külliye Issue TÜRKİYE CUMHURİYETİ'NİN 100. YILI ÖZEL SAYISI, pp.455-480

Document Type: Article

Publication Date: 10/2023

Document Language: English

Document ID (Org No.): 2001303322

pISSN: 2717-7351

Issues

Authors:

Zeynep Bahar Erşen

Publisher:

Ankara Yildirim Beyazit University

Main Topics:

Eğitim Sosyolojisi

Journal:

Külliye Issue TÜRKİYE CUMHURİYETİ'NİN 100. YILI ÖZEL SAYISI, pp.455-480

Document Type:

Article

Publication Date:

10/2023

Document Language:

English

Document ID (Org No.):

2001303322

pISSN:

2717-7351