Reflections of Mind Games Used in Primary School Mathematics Lessons on Teaching and Learning Process: A Case Study
Abstract
This study focused on the opinions of classroom teachers regarding the reflections of mind games used in mathematics lessons on the teaching and learning process. Case study design, which is one of the qualitative research types, was used in the study. The views of 15 classroom teachers, who used mind games in primary school mathematics lessons and received training on mind games were examined. The criterion sampling method was followed to identify the teachers, who would participate the study. The interview and observation forms developed by the researcher were used to collect the data. Content analysis method was used to analyse the data gathered. The content analysis findings presented the participant's opinions in 14 categories grouped around five themes. As a result of the research, it was determined that classroom teachers used brain teasers to improve students' mathematical skills and to increase their motivation and interest in the lesson. In addition, it was determined that classroom teachers frequently used mind games based on reasoning and operation games in mathematics lessons. In addition, it was concluded that mind games used in the process of teaching and learning mathematics contribute to both cognitive development and social and emotional development of students. Finally, it was determined that classroom teachers experienced difficulties arising from teaching, students and school in the mathematics teaching process supported by mind games. For this reason, a mind games activity guide can be prepared by classroom teachers in primary school mathematics lessons.
Keywords
References
- Can, D. (2020). Views of pre-service primary school teachers’ about ıntegration of mind games with teaching process. Buca Faculty of Education Journal, 50, 172-190.
- Cicchino, M. I. (2015). Using game-based learning to foster critical thinking in student discourse. Interdisciplinary Journal of Problem-Based Learning, 9(2), 1-20. https://doi.org/10.7771/1541-5015.1481
- Creswell, J. W. (2012). Qualitative ınquiry and research design: Choosing among five approaches. SAGE Publications.
- Çalışkan, M., & Mandacı-Şahin, S. (2019). Investigation of the effect of games and activities on rounding and estimation subject. International Journal of Eurasia Social Sciences, 10(38), 1059-1080. http://dx.doi.org/10.35826/ijoess.2666
- Deater-Deckard, K., El Mallah, S., Chang, M., Evans, M. A., & Norton, A. (2014). Student behavioral engagement during mathematics educational video game instruction with 11–14 year olds. International Journal of Child- Computer Interaction, 2(3), 101-108. https://doi.org/10.1016/j.ijcci.2014.08.001
- Demirel, T., & Karakuş-Yılmaz, T. (2019). The effects of mind games in math and grammar courses on the achievements and perceived problem-solving skills of secondary school students. British Journal of Educational Technology, 50(3), 1482-1494. https://doi.org/10.1111/bjet.12624
- Deng, L., Wu, S., Chen, Y., & Peng, Z. (2020). Digital game-based learning in a Shanghai primary-school mathematics class: A case study. Journal of Computer Assisted Learning, 36(5), 709-717. https://doi.org/10.1111/jcal.12438
- Durmaz, B., & Can, D. (2020). Intelligence games applications in primary school: The case of mathematics lesson. In M. A. Küçükaydın (Ed.), Educational games and current practices in primary school education (pp. 289-308). Nobel.
- Erdoğan, A., Çevirgen, A. E., & Atasay, M. (2017). Games and mathematics teaching: A classification of strategic brain games. Usak University Journal of Social Sciences, 10, 287-311. https://doi.org/10.12780/usaksosbil.373867
- Ergül, E., & Erşen, Z. B. (2023). Should primary school mathematics education be gamification or not? (The opinions of primary teachers). The Journal of Turkısh Educational Sciences, 21(1), 49-77. https://doi.org/10.37217/tebd.1173722