Educational Game Design Experiences of Secondary School Preservice Mathematics Teachers

Yıl 2023, , 455 - 480, 30.10.2023

Zeynep Bahar Erşen

https://doi.org/10.48139/aybukulliye.1352364

Öz

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 board/card 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.

Anahtar Kelimeler

Educational game, mathematics education, game design, preservice mathematics teachers

Ortaokul Matematik Öğretmeni Adaylarının Eğitsel Oyun Geliştirme Deneyimleri

Öz

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 masa/kart 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.

Anahtar Kelimeler

Eğitsel oyun, matematik eğitimi, oyun tasarımı, matematik öğretmeni adayları

Etik Beyan

Bu çalışma Selçuk Üniversitesinin 03.11.2022-E.398704 tarih ve sayılı kararıyla etik olarak uygun bulunmuştur.

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