Investigating Preservice Teachers’ Origami-based Mathematics Lesson Plans

Yıl 2022, Cilt: 15 Sayı: 3, 661 - 675, 31.07.2022

Okan Arslan

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

Öz

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.

Anahtar Kelimeler

lesson plan, origami, mathematics, preservice teachers

Öğretmen Adaylarının Origami Temelli Matematik Ders Planlarının İncelenmesi

Öz

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.

Anahtar Kelimeler

ders planı, origami, matematik, öğretmen adayları

Kaynakça

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