CONGRUENCY-SIMILARITY TEACHING THROUGH CREATIVE DRAMA IN MATHEMATICS TEACHING

Yıl 2014, Cilt: 3 Sayı: 2, 45 - 52, 31.12.2014

Esen Ersoy Pınar Güner

Öz

Geometric models and geometric samples take an important place in mathematics teaching (Sherard, 1981). In mathematics teaching, students gain permanent acquisitions thanks to discovering and generalizing by introducing geometric shapes and by making students grasp them. One of the main objectives of geometry teaching is to be able to explain geometric shapes’ congruency and similarity by comparing them. Congruency and similarity of triangles is among the subjects which has been studied on since the beginning of geometry, it is as old as geometry itself (Baykul, 2009). Lots of teaching methods can be used in teaching the congruency and similarity situations of triangles. Students best learn this subject through exploration. Creative drama, one of the contemporary teaching methods, allows student to explore. Geometry teaching through creative drama, a teaching method, is the main focus of this study. In the study, creative drama practices were carried out aiming at two acquisitions pertaining to geometry learning area congruency and similarity sub learning area in 7th grade mathematics subject. In the study, the purpose is to put forward the applicability of creative drama in mathematics teaching. The study is a private case work and, workshop plan and an assessment form composed of 4 open-ended questions, which were developed by the researcher, were used as data collection tools. Descriptive analysis method was used in the analysis of the data. The practices were carried out with 41 students attending Samsun Gazi Primary School in the second term of 2012-2013 academic year. Within the scope of the practices, 21 students treated the subject via creative drama practices, while the other 20 students treated the subject via traditional method. In consequence of the application, it became apparent that the students in the creative drama group could better understand the processes of forming congruency and similar polygon, deriving polygon, forming a polygon similar to a polygon than the traditonal group. As a result, it was concluded that it is positive for the acquisitions pertaining to congruency and similarity sub learning area to be provided via creative drama.

Anahtar Kelimeler

Creative drama, geometry teaching, mathematics education, mathematics teaching.

Kaynakça

• Adıgüzel, Ö. (2013). Eğitimde Yaratıcı Drama. 3.Baskı. Pegem Yayıncılık. Ankara.
• Akar Vural, R., & Somers, J.W. (2011). Hümanist İlköğretim Programları İçin İlköğretimde Drama: Kuram Ve Uygulama. Pegem Akademi. Ankara.
• Baykul, Y. (2009).İlköğretimde Matematik Öğretimi. Pegem Yayıncılık. Ankara.
• Duatepe,A.(2004).Effects Of Drama-Based İnstruction On Seventh Grade Students’ Geometry Achievement,Van Hiele Geometric Thinking Levels, AttitudeToward Mathematics And Geometry. Unpublished Doctoral Dissertation, MiddleEast TechnicalUniversity,Ankara.
• Ersoy, E. (2013). Matematik Öğretiminde Yaratıcı Drama Kullanımı Üzerine Bir Uygulama. 12. Matematik Sempozyumu. Toplumda Matematik. Ankara.
• Fulford, J.,Hutchings, M., Ross, A.&Schimitz, H. (2001). İlköğretimde Drama. (Çev. Leyla Küçükahmet, Hande Borçbakan, S. Sadi Karamanoğlu). Ankara: Nobel Yayın Dağıtım.
• Jeong Wee, S. (2009). A Case Study Of Drama Education Curriculum For Young Childrenin Early Childhood Programs. Journal Of Research İn Childhood Education, 23:4, 489-501.
• Jindal-Sanpe, D.,Vettraino, E., Lowson, A., & Mcduff, W. (2011). Using Creative Drama To Facilitate Primary-Secondary Transition, Education 3-13: İnternational Journal Of Primary, Elementary And Early Years Education, 39:4, 383-394, DOI: 10.1080/03004271003727531
• Jones, K.,Mooney, C. And Harries, T. (2002), Trainee Primary Teachers’ Knowledge Of Geometry For Teaching, Proceedings Of The British Society For Research İnto Learning Mathematics, 22(2), 95-100.
• Karakelle, S. (2009). Enhancing Fluent And Flexible Thinking Through The Creative Drama Process. Thinking Skills And Creativity 4. 124-129.
• Karapınarlı, R. (2007). İlköğretim 7. Sınıf Matematik Dersinde Yaratıcı Drama Yönteminin Öğrencilerin Başarı Ve Kalıcılık Düzeyine Etkisi. Muğla Üniversitesi Sosyal Bilimler Enstitüsü Eğitim Bilimleri-Eğitim Programları Ve Öğretimi Anabilim Dalı. Yüksek Lisans Tezi. Muğla.
• Kariuki, P., & Humphrey, S. G. (2006,November). The Effects Of Drama On The Performance Of At Risk Elementary Math Students. PaperPresentedAt The Annual Conference Of The Mid-South Educational Research Association, Birmingham, Alabama.
• Kayhan, H.C. (2004). Yaratıcı Dramanın İlköğretim 3. Sınıf Matematik Dersinde Öğrenmeye, Bilgilerin Kalıcılığına Ve Matematiği Yönelik Tutumlara Etkisi. Gazi Üniversitesi Eğitim Bilimleri Enstitüsü İlköğretim Bölümü Sınıf Öğretmenliği Bilim Dalı. Yüksek Lisans Tezi. Ankara.
• Saab, J.F. (1987). The effecets of creative drama methods on mathematics achievemen, attitudes and creativity. Yayınlanmamış Doktora Tezi. University Of West Virginia, Morgantown.
• Omniewski, R. (1999). The effects of an artsinfusion approach on the mathematics achievement of second-grade students. Unpublished Doctoral Dissertation, The University of Texas, USA.
• Özsoy, N. (2003). İlköğretim Matematik Derslerinde Yaratıcı Drama Yönteminin Kullanılması. BAÜ FenBilimleri EnstitüsüDergisi, 5(2),112-119.
• Saab, J.F. (1987). The effects of creative drama methods on mathematics achievement, attitudes and creativity. Unpublished Doctoral Dissertation, West Virginia University, Morgantown.
• San,İ. (1991). Eğitimde Yaratıcı Drama. Ankara: Ankara Eüniversitesi Eğitim Bilimleri Fakültesi Dergisi. Cilt 23, Sayı 2.
• San, İ. (1998). Yaratıcı Drama Çalışmalarının Dünü Ve Bugünü. Ankara. 2. Ulusal Çocuk Kültürü Kongresi Bildirileri (Ed. Bekir Onur).
• Sherard, W.H. (1981). Why İs Geometry A Basic Skill? Mathematics Teacher. 74(1), 19-21.
• Sözer, N. (2006). İlköğretim 4. Sınıf Matematik DersindeDramaYönteminin ÖğrencilerinBaşarılarına,TutumlarınaVe ÖğrenmeninKalıcılığınaEtkisi. UnpublishedMaster’sThesis. Gazi Üniversitesi, Ankara.
• Swafford, J.O., Jones, G.A., & Thornton, C.A. (1997). Increased Knowledge İn Geometry And Instructional Practice. Journal For Research İn Mathematics Education. Vol.28, No. 4, 467-483.
• Üstündağ, T. (2009). Yaratıcı Drama Öğretmenimin Günlüğü. Pegem Yayıncılık. 9.Baskı. Ankara.