Investigating Preservice Teachers’ Origami-based Mathematics Lesson Plans

Year 2022, Volume: 15 Issue: 3, 661 - 675, 31.07.2022

Okan Arslan

https://doi.org/10.30831/akukeg.1049936

Abstract

Origami became an increasingly used instructional tool in mathematics education and its successful use depends on developing effective origami-based mathematics lesson plans. Therefore, this study investigated origami-based mathematics lesson plans developed by preservice teachers who were trained for the effective use of origami in mathematics education in two courses in their teacher education program. Preservice teachers in one of these courses received origami-based mathematics education training for four weeks whereas preservice teachers in the other course received training for twelve weeks. Descriptive analyses revealed that preservice teachers were able to develop effective origami-based lesson plans after receiving training in these courses. Furthermore, it was revealed that they preferred to develop lesson plans mostly in the geometry and measurement content area. In order to test whether the effectiveness of lesson plans differs based on the training length of preservice teachers, one-way ANCOVA was performed. Analysis results indicated that preservice teachers who received longer training developed significantly more effective origami-based mathematics lesson plans. All the findings were discussed and some implications based on these findings were explained.

Keywords

lesson plan, origami, mathematics, preservice teachers

Öğretmen Adaylarının Origami Temelli Matematik Ders Planlarının İncelenmesi

Abstract

Origami matematik eğitiminde giderek artan şekilde kullanılan bir öğretim aracı haline gelmiştir ve origaminin başarılı bir şekilde kullanımında etkili bir ders planı hazırlamanın önemli bir rolü bulunmaktadır. Bu nedenle, bu çalışmada öğretmen adayları tarafından geliştirilen origami temelli matematik ders planları incelenmiştir. Çalışmaya katılan öğretmen adaylarından bir grup dört hafta süresince origami temelli matematik eğitimi hakkında bir eğitim alırken, diğer grup oniki haftalık bir eğitim almışlardır. Betimsel analiz sonuçları her iki gruptaki öğretmen adaylarının etkili origami temelli matematik ders planı geliştirebildiklerini göstermiştir. Ayrıca, ders planlarının içeriği incelendiğinde çoğunlukla geometri ve ölçme öğrenme alanına yönelik ders planlarının geliştirildiği görülmüştür. Eğitim süresi ile ders planının etkililiği arasındaki ilişkiyi test etmek üzere tek yönlü ANCOVA analizi gerçekleştirilmiştir. Analiz sonuçları daha uzun süre eğitim alan öğretmen adaylarının istatistiksel olarak daha etkili ders planı geliştirdikleri göstermiştir. Çalışma kapsamında elde edilen tüm bulgular tartışılmış ve bulgular ışığında çeşitli önerilerde bulunulmuştur.

Keywords

ders planı, origami, matematik, öğretmen adayları

References

• Backfish, I., Lachner, A., Hische, C., Loose, F., & Scheiter, K. (2020). Professional knowledge or motivation? Investigating the role of teachers’ expertise on the quality of technology-enhanced lesson plans. Learning and Instruction, 66, 1-13. https://doi.org/10.1016/j.learninstruc.2019.101300
• Baicker, K. (2004). Origami math: Grades 2–3. Teaching Resources.
• Blömeke, S., Paine, L., Houang, R. T., Hsieh, F., Schmidt, W. H., Tatto, M. T., Bankov, K., Cedillo, T., Cogan, L., Han, S., Santillan, M., & Schwille, J. (2008). Future teachers’ competence to plan a lesson: first results of a six-country study on the efficiency of teacher education. ZDM Mathematics Education, 40, 749-762. https://doi.org/10.1007/s11858-008-0123-y
• Boakes, N. (2008). Origami-mathematics lessons: Paper folding as a teaching tool. Mathidues, 1(1), 1-9. Retrieved from https://www.fau.edu/education/centersandprograms/mathitudes/documents/20080901bMathitudesOct08revisionFinalVersionforpublicationOct242008.pdf
• Boakes, N. (2009). Origami instruction in the middle school mathematics classroom: Its impact on spatial visualization and geometry knowledge of students. Research in Middle Level Education Online, 32(7), 1-12. https://doi.org/10.1080/19404476.2009.11462060
• Boz, B. (2015). A journey from two-dimensional papers to three-dimensional origami cube. Journal of Inquiry Based Activities, 5(1), 20-33. Retrieved from https://www.ated.info.tr/ojs-3.2.1-3/index.php/ated/article/view/58
• Budinski, N., Lavicza, Z. & Fenyvesi, K. (2018). Ideas for using GeoGebra and Origami in teaching regular polyhedrons lessons. K-12 STEM Education, 4(1), 297-303. Retrieved from https://www.learntechlib.org/p/209555/
• Canadas, M., Molina, M., Gallardo, S., Martinez-Santaolalla, M., & Penas, M. (2010). Let’s teach geometry. Mathematics Teaching, 218, 32-37. Retrieved from http://funes.uniandes.edu.co/861/
• Cipoletti, B., & Wilson, N. (2004). Turning origami into the language of mathematics. Mathematics Teaching in the Middle School, 10(1), 26-31. https://doi.org/10.5951/MTMS.10.1.0026
• Cohen, J. (1960). A coefficient of agreement for nominal scales. Educational and Psychological Measurement, 20(1), 37-46. https://doi.org/10.1177/001316446002000104
• Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hillside.
• Çakmak, S., Işıksal, M., & Koç, Y. (2014). Investigating effect of origami based mathematics instruction on elementary students’ spatial skills and perceptions. The Journal of Educational Research, 107, 59-68. https://doi.org/10.1080/00220671.2012.753861
• Çaylan, B., Takunyacı, M., Masal, M., Masal, E., & Ergene, Ö. (2017). Investigating the relationship between prospective elementary mathematics teachers’ Van Hiele geometric thinking levels and beliefs towards using origami in mathematics education in mathematics with origami course. Journal of Multidisciplinary Studies in Education, 1(1), 24-35. Retrieved from https://dergipark.org.tr/en/pub/jmse/issue/35452/409806
• DeYoung, M. J. (2009). Math in the box. Mathematics Teaching in the Middle School, 15(3), 134-141. https://doi.org/10.5951/MTMS.15.3.0134
• Fiol, M. L., Dasquens, N., & Prat, M. (2011). Student teachers introduce origami in kindergarten and primary schools: Froebel revisited. In P. Wang-Iverson, R. J. Lang, & M. Yim (Eds.), Origami 5: Fifth international meeting of origami science, mathematics and education (pp. 151-165). CRC Press.
• Fraenkel, J., & Wallen, N. (2006). How to design and evaluate research in education (6th ed.). McGraw Hill.
• Georgeson, J. (2011). Fold in origami and unfold math. Mathematics Teaching in Middle School, 16(6), 354-361. https://doi.org/10.5951/MTMS.16.6.0354
• Golan, M., & Jackson, P. (2010). Origametria: A program to teach geometry and to develop learning skills using the art of origami. Retrieved from http://www.emotive.co.il/origami/db/pdf/996_golan_article.pdf
• Golan, M. (2011). Origametria and the Van Hiele Theory of teaching geometry. In P. Wang-Iverson, R. J. Lang, & M. Yim (Eds.), Origami 5: Fifth international meeting of origami science, mathematics and education (pp. 141-151). CRC Press.
• Hartzler, S. (2003). Ratios of linear, area, and volume measures in similar solids. Mathematics Teaching in the Middle School, 8(5), 228-232. https://doi.org/10.5951/MTMS.8.5.0228
• Haynes, A. (2010). The complete guide to lesson planning and preparation. Continuum International Publishing Group.
• Hemmi, K., Krzywacki, H., & Koljonen, T. (2017). Investigating Finnish teacher guides as a resource for mathematics teaching. Scandinavian Journal of Educational Research, 62(6), 911-928. https://doi.org/ 10.1080/00313831.2017.1307278
• Higginson, W., & Colgan, L. (2001). Algebraic thinking through origami. Mathematics Teaching in the Middle School, 6(6), 343-349. https://doi.org/10.5951/MTMS.6.6.0343
• Kandil, S., & Işıksal-Bostan, M. (2019). Effect of inquiry-based instruction enriched with origami activities on achievement, and self-efficacy in geometry. International Journal of Mathematical Education in Science and Technology, 50(4), 557-576. https://doi.org/10.1080/0020739X.2018.1527407
• Li, Y., Chen, X., & Kulm, G. (2009). Mathematics teachers’ practices and thinking in lesson plan development: a case of teaching fraction division. ZDM Mathematics Education, 41, 717-731. https://doi.org/10.1007/s11858-009-0174-8
• Li, Y., Qi, C., & Wang, R. (2013). Lesson planning through collaborations fro improving classroom instruction and teacher expertise. In Y. Li & R. Huang (Eds.), How Chinese teach mathematics and improve teaching (pp. 83–98). Routledge.
• Masal, M., Ergene, Ö., Takunyacı, M., & Masal, E. (2018). Prospective teachers’ views about using origami in mathematics lessons. International Journal of Educational Studies in Mathematics, 5(2), 56-65. Retrieved from https://dergipark.org.tr/en/pub/ijesim/issue/37405/411700
• Mastin, M. (2007). Storytelling + origami = storigami mathematics. Teaching Children Mathematics, 14(4), 206-212. https://doi.org/10.5951/TCM.14.4.0206
• Melville, M. D., & Corey, D. L. (2021). Kyouzaikenkyuu: an exploration of Japanese mathematics teachers’ daily planning practices. Journal of Mathematics Teacher Education, 1-13. https://doi.org/10.1007/s10857-021-09493-5
• Milkova, S. (2012). Strategies for effective lesson planning. Center for Research on Learning and Teaching, 1-4. Retrieved from https://crlt.umich.edu/sites/default/files/instructor_resources/strategies_for_effective_lesson_planning.pdf Mishra, R. C. (2009). Lesson planning. APH Publishing Corporation.
• Moskal, B. M., & Leydens, J. A. (2001). Scoring rubric development: Validity and reliability. Practical Assessment, Research, and Evaluation, 7(10), 1-6. https://doi.org/10.7275/q7rm-gg74
• Olejnik, S. F., & Algina, J. (1984). Parametric ANCOVA and the rans transform ANCOVA when the data are conditionally non-normal and heteroscedastic. Journal of Educational and Behavioral Statistics, 9(2), 129-149. https://doi.org/10.3102/10769986009002129
• Pallant, J. (2007). SPSS survival manual: A step by step guide to data analysis using SPSS for windows (3rd ed.). Open University Press.
• Robichaux, R. R., & Rodrigue, P. R. (2003). Using origami to promote geometric communication. Mathematics Teaching in the Middle School, 9(4), 222-229. https://doi.org/10.5951/MTMS.9.4.0222
• Serra, M. (1994). Patty paper geometry. Key Curriculum Press.
• Shimizu, Y. (2008). Exploring Japanese teachers’ conception of mathematics lesson structure: similarities and differences between preservice and inservice teachers’ lesson plans. ZDM Mathematics Education, 40, 941-950. https://doi.org/ 10.1007/s11858-008-0152-6
• Sze, S. (2005). An analysis of constructivism and the ancient art of origami. Dunleavy: Niagara University. Retrieved from http://www.eric.ed.gov/PDFS/ED490350.pdf
• Tuğrul, B., & Kavici, M. (2002). Kağıt katlama sanatı ve öğrenme [The art of paper folding and learning]. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 1(11), 1-17. Retrieved from https://dergipark.org.tr/en/download/article-file/114843
• Uygun, T. (2019). Implementation of middle school mathematics teachers’ origami-based lessons and their views about student learning. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 38(2), 154-171. Retrieved from https://dergipark.org.tr/en/pub/omuefd/issue/50852/496646
• Wares, A., & Elstak, I. (2017). Origami, geometry and art. International Journal of Mathematical Education in Science and Technology, 48(2), 317-324. https://doi.org/10.1080/0020739X.2016.1238521
• Wares, A. (2019). Paper folding and trigonometric ratios. International Journal of Mathematical Education in Science and Technology, 50(4), 636-641. https://doi.org/10.1080/0020739X.2018.1500655
• Wares, A., & Valori, G. (2020). Origami at the intersection of algebra, geometry, and calculus. International Journal of Mathematical Education in Science and Technology, 1-5. https://doi.org/10.1080/0020739X.2020.1819576
• Yang, Y., & Ricks, T. E. (2013). Chinese lesson study: Developing classroom instruction through collaborations in school-based teaching research group activities. In Y. Li & R. Huang (Eds.), How Chinese teach mathematics and improve teaching (pp. 51–65). Routledge.
• Yuzawa, M., & Bart, W. M. (2002). Young children’s learning of size comparison strategies: Effect of origami exercises. The Journal of Genetic Psychology, 163(4), 459-478. https://doi.org/10.1080/00221320209598696