The Impact of Using Dynamic Mathematics Learning Objects on Pre-Service Mathematics Teachers’ Motivation and Cognitive Load Levels

Cihan Orak; Sevda Küçük; Aslan Gülcü

doi:10.52911/itall.1344964

TR EN

Dinamik Matematik Öğrenme Nesnelerin Kullanımının Matematik Öğretmen Adaylarının Motivasyon ve Bilişsel Yük Düzeylerine Etkisi

Öz

Bilgisayar destekli matematik eğitimi (BDME) günümüz eğitimcilerinin ilgi odağı olmaya devam etmektedir. Bu çalışmanın amacı BDME'de dinamik matematik öğrenme nesneleri (DMÖN) ile öğretimin matematik öğretmen adaylarının motivasyonu ve bilişsel yükü üzerindeki etkisini araştırmaktır. Karma araştırma yöntemlerinden biri olan açıklayıcı desenin kullanıldığı çalışmanın örneklemini 24 matematik öğretmeni adayı oluşturmaktadır. Deney grubu, BDME kapsamında hazırlanan DMÖN ile öğrenme etkinliklerine katılmıştır. Çalışmanın sonuçları, DMÖN kullanılan BDME'nin öğretmen adaylarının motivasyonunu ve bilişsel yükünü önemli ölçüde etkilediğini göstermiştir. Kullanılan görseller ve grafikler öğretmen adayları tarafından ilginç, eğlenceli ve ilgi çekici olarak değerlendirilmiştir. Sonuçlar, matematik öğretmen adaylarının görüşleri ve deneyimleri doğrultusunda elde edilen nitel verilerle birlikte analiz edilmiş ve nicel sonuçların nedenleri açıklanmıştır. DMÖN'leri üniversitelerin farklı bölümlerinde matematik dersi alan yükseköğretim öğrencilerine sunulabilir. Yüzyüze öğretimin yanı sıra mobil cihazlar aracılığıyla DMÖN’'leri ders dışı materyal olarak kullanımının sağlanması faydalı olabilir.

Anahtar Kelimeler

Bilgisayar Destekli Matematik Eğitimi , Dinamik Öğrenme Nesneleri , Motivasyon , Bilişsel Yük

The Impact of Using Dynamic Mathematics Learning Objects on Pre-Service Mathematics Teachers’ Motivation and Cognitive Load Levels

Abstract

Computer-assisted mathematics education (CAME) continues to be the focus of interest for today's educators. This study aimed to investigate the impact of teaching with dynamic mathematics learning objects (DMLO) in CAME on pre-service mathematics teachers' motivation and cognitive load. The sample of the study, which used an explanatory design, one of the mixed research methods, consisted of 24 pre-service mathematics teachers. The experimental group participated in learning activities with DMLO prepared as part of CAME. The results of the study showed that CAME using DMLO significantly impacted the motivation and cognitive load of pre-service teachers. The visuals and graphics used were evaluated as interesting, fun and engaging by the pre-service teachers. The results were analyzed along with the qualitative data obtained in accordance with the pre-service mathematics teachers' opinions and experiences, and the reasons for the quantitative results were explained. DMLOs can be offered to higher education students taking mathematics courses in different departments of universities. In addition to regular teaching, it may be useful to ensure the use of DMLOs as extracurricular materials through mobile devices.

Keywords

Computer-assisted Mathematics Education , Dynamic Mathematics Learning Objects , Motivation , Cognitive Load

References

Arslan, E. H., & Bilgin, E. A. (2020). The use of technology in mathematics teaching and the effect of video teaching on technology attitude. Journal of Science, Mathematics, Entrepreneurship and Technology Education, 3(1), 41-50.
Aydoğdu, M., Erşen, A. N., & Tutak, T. (2014). The effect of material supported mathematics teaching on middle school 6th grade student achievement and attitude. Turkish Journal of Educational Studies, 1(3), 166-185.
Badeleh, A. (2017). The impact of electronic content and workshop teaching on learning and retention of mathematics. Educational Psychology, 13(44), 131-151. https://doi.org/10.22054/jep.2017.7983
Bağcı, H., & Başaran, E. (2019). The thoughts and evaluations of the instructors who teach in the computer aided design and animation program on animation education. Turkish Journal of Education, 4(1), 68-80.
Ben Abu, Y., & Kribushi, R. (2022). Can electronic board increase the motivation of students to study mathematics?. Contemporary Educational Technology, 14(3). https://doi.org/10.30935/cedtech/11807.
Birgin, O., Çatlıoğlu, H., Coştu, S., & Aydın, S. (2009). The investigation of the views of student mathematics teachers towards computer-assisted mathematics instruction. Procedia Social and Behavioral Sciences, 1(1), 676-680. https://doi.org/10.1016/j.sbspro.2009.01.118
Cingi, C. C. (2013). Computer aided education. Procedia-Social and Behavioral Sciences, 103, 220-229. https://doi.org/10.1016/j.sbspro.2013.10.329
Çelik, B., Gündoğdu, K., Altın, M., & Karasakaloğlu, N. (2015). Research trends in computer education technologies in Turkey. Psycho-Educational Research Reviews, 4(3), 60–70.
Dinç, E. (2019). Prospective teachers’ perceptions of barriers to technology integration in education. Contemporary Educational Technology, 10(4), 381-398. https://doi.org/10.30935/cet.634187.
Dönmez, O., Akbulut, Y., Telli, E., Kaptan, M., Özdemir, İ. H., & Erdem, M. (2022). In search of a measure to address different sources of cognitive load in computer-based learning environments. Education and Information Technologies, 27(7), 10013-10034. https://doi.org/10.1007/s10639-022-11035-2

Efendioglu, A. (2015). Problem-based learning environment in basic computer course: pre-service teachers achievement and key factors for learning. Journal of International Education Research (JIER), 11(3), 205-216. https://doi.org/10.19030/jier.v11i3.9372
Emda, A. (2018). Kedudukan motivasi belajar siswa dalam pembelajaran. Lantanida Journal, 5(2), 172-182. https://doi.org/10.22373/LJ.V5I2.2838.
Erce, P. (2021). The effect of computer aided mathematical models on learning [Unpublished master dissertation]. Ege University.
Golezani, A. B., & Gülcü, A. (2021). The effect of dynamic mathematics learning objects on academic achievement, attitudes and class participation of high school students from Turkey and Iran (a quantitative study). Electronic Turkish Studies, 16(2), 651-673. https://dx.doi.org/10.7827/TurkishStudies.49445
Gurevich, I., Stein, H., & Gorev, D. (2017). Tracking professional development of novice teachers when integrating technology in teaching mathematics. Computers in the Schools, 34(4), 267-283. https://doi.org/10.1080/07380569.2017.1387470.
Gülcü, A. (2004). Mathematica 5: Computer aided mathematics. Asil Broadcast Distribution.
Gülcü, A., & Alan, M. A. (2003). Computer basics and Internet guide. Detail Publications.
Gülcü, A., Solak, M., Aydın, S., & Koçak, Ö. (2013). Opinions of branch teachers working in primary education towards technology use in education. International Periodical For The Languages, Literature And History of Turkish or Turkic, 8(6), 195-213.
Hangül, T., & Üzel, D. (2010). The effect of the computer assisted instruction (CAI) on student attitude in mathematics teaching of primary school 8th class and views of students towards CAI. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 4(2), 154-176.
Herawaty, D., Widada, W., Nugroho, K. U. Z., & Anggoro, A. F. D. (2019, April). The improvement of the understanding of mathematical concepts through the implementation of realistic mathematics learning and ethnomathematics. In International Conference on Educational Sciences and Teacher Profession (ICETeP 2018) (pp. 21-25). Atlantis Press. https://doi.org/10.2991/ICETEP-18.2019.6.
Hohenwarter, M., & Jones, K. (2007). Ways of linking geometry and algebra, the case of Geogebra. Proceedings of the British Society for Research into Learning Mathematics, 27(3), 126-131.
Hu, M., Wu, X., Shu, X., Hu, H., Chen, Q., Peng, L., & Feng, H. (2021). Effects of computerised cognitive training on cognitive impairment: A meta-analysis. Journal of Neurology, 268, 1680-1688. https://doi.org/10.1007/s00415-019-09522-7.
Hung, H. (2015). Flipping the classroom for english language learners to foster active learning. Computer Assisted Language Learning, 28(1), 81-96. https://doi.org/10.1080/09588221.2014.967701
İlic, U., & Akbulut, Y. (2019). Effect of disfluency on learning outcomes, metacognitive judgments and cognitive load in computer assisted learning environments. Computers in Human Behavior, 99, 310-321. https://doi.org/10.1016/j.chb.2019.06.001
Jaakma, K., & Kiviluoma, P. (2019). Auto-assessment tools for mechanical computer aided design education. Heliyon, 5(10). https://doi.org/10.1016/j.heliyon.2019.e02622
Jackson, E. (2008). Mathematics anxiety in student teachers. Practitioner Research in Higher Education, 2(1), 36-42.
Jong, L., Favier, R., Vleuten, C., & Bok, H. (2017). Students’ motivation toward feedback-seeking in the clinical workplace. Medical Teacher, 39(9), 954-958. https://doi.org/10.1080/0142159X.2017.1324948.
Keller, J. M. (1983). Motivational design of instruction. Instructional design theories and models: An overview of their current status, 1(1983), 383-434.
Khoza, S., & Biyela, A. (2019). Decolonising technological pedagogical content knowledge of first year mathematics students. Education and Information Technologies, 25(4), 2665-2679. https://doi.org/10.1007/s10639-019-10084-4.
Kikas, E., Mädamürk, K., & Palu, A. (2020). What role do comprehension‐oriented learning strategies have in solving math calculation and word problems at the end of middle school?. British Journal of Educational Psychology, 90, 105-123. https://doi.org/10.1111/bjep.12308.
Kohen, Z., Amram, M., Dagan, M., & Miranda, T. (2022). Self-efficacy and problem-solving skills in mathematics: the effect of instruction-based dynamic versus static visualization. Interactive Learning Environments, 30(4), 759-778. https://doi.org/10.1080/10494820.2019.1683588
Kutu, H., & Sözbilir, M. (2011). Adaptation of instructional materials motivation survey to Turkish: A validity and reliability study. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 5(1), 292-312.
Leppink, J., & van den Heuvel, A. (2015). The evolution of cognitive load theory and its application to medical education. Perspectives on Medical Education, 4(3), 119-127. https://doi.org/10.1007/s40037-015-0192-x.
Liao, Y., & Lin, W. (2016). Effects of matching multiple memory strategies with computer-assisted instruction on students’ statistics learning achievement. Eurasia Journal of Mathematics, Science and Technology Education, 12(12), 2921-2931. https://doi.org/10.12973/EURASIA.2016.02313A.
Lin, H. H., Yen, W. C., & Wang, Y. S. (2018). Investigating the effect of learning method and motivation on learning performance in a business simulation system context: An experimental study. Computers & Education, 127, 30-40. https://doi.org/10.1016/j.compedu.2018.08.008.
Mcgarr, O., & Johnston, K. (2021). Exploring the evolution of educational technology policy in ireland: from catching-up to pedagogical maturity. Educational Policy, 35(6), 841-865. https://doi.org/10.1177/0895904819843597.
McGivney-Burelle, J., & Xue, F. (2013). Flipping calculus. PRIMUS: Problems, Resources, And Issues in Mathematics Undergraduate Studies, 23(5), 477-486. https://doi.org/10.1080/10511970.2012.757571
Moyer, P. S. (2001). Are we having fun yet? How teachers use manipulatives to teach mathematics. Educational Studies in Mathematics, 47(2), 175-197. https://doi.org/10.1023/A:1014596316942
Murray, D. W., & Rabiner, D. L. (2014). Teacher use of computer-assisted ınstruction for young ınattentive students: Implications for implementation and teacher preparation. Journal of Education and Training Studies, 2(2), 58-66.
Özerbaş, M. A., & Yalçınkaya, M. (2018). The effect of multimedia use on academic achievement and motivation. Journal of Education and Social Studies, 5(2), 1-21.
Paas, F., Renkl, A., & Sweller, J. (2003) Cognitive load theory and instructional design: Recent developments. Educational Psychologist, 38, 1-4. https://doi.org/10.1207/S15326985EP3801_1.
Paridjo, P., & Waluya, S. B. (2017). Analysis mathematical communication skills students in the matter algebra based NCTM. IOSR Journal of Mathematics, 13(01), 60-66. https://doi.org/10.9790/5728-1301056066.
Pashakhanlou, A. (2017). Fully integrated content analysis in international relations. International Relations, 31(4), 447-465. https://doi.org/10.1177/0047117817723060.
Saggaf, M. S., Nasriyah, N., Salam, R., & Wirawan, H. (2018). The influence of teacher's pedagogic competence on learning motivation of student of office administration expertise package. Proceedings of the 8th International Conference of Asian Association of Indigenous and Cultural Psychology (ICAAIP 2017). https://doi.org/10.2991/ICAAIP-17.2018.24.
Sánchez-Pérez, N., Inuggi, A., Castillo, A., Campoy, G., García-Santos, J., González-Salinas, C., & Fuentes, L. (2019). Computer-based cognitive training improves brain functional connectivity in the attentional networks: A study with primary school-aged children. Frontiers in Behavioral Neuroscience, 13, 247. https://doi.org/10.3389/fnbeh.2019.00247.
Santi, G. (2011). Objectification and semiotic function. Educational Studies in Mathematics, 77, 285-311. https://doi.org/10.1007/S10649-010-9296-8.
Sarıtepeci, M., & Orak, C. (2019). Lifelong learning tendencies of prospective teachers: Investigation of self-directed learning, thinking styles, ICT usage status and demographic variables as predictors. Bartın University Journal of Faculty of Education, 8(3), 904-927. https://doi.org/10.14686/buefad.555478
Schmidt, M. E., & Vandewater, E. A. (2008). Media and attention, cognition, and school achievement. The Future of Children, 63-85.
Sevinç, B., Özmen, H., & Yiğit, N. (2011). Investigation of primary students' motivation levels towards science learning. Science Education International, 22(3), 218-232.
Skulmowski, A., & Xu, K. (2021). Understanding cognitive load in digital and online learning: a new perspective on extraneous cognitive load. Educational Psychology Review, 34, 171-196. https://doi.org/10.1007/s10648-021-09624-7.
Smith, J., Deemer, E., Thoman, D., & Zazworsky, L. (2014). Motivation under the microscope: Understanding undergraduate science students’ multiple motivations for research. Motivation and Emotion, 38, 496-512. https://doi.org/10.1007/S11031-013-9388-8.
Solmaz, M. İ., Uğur, A. K., & Özonur, M. (2018). Student opinions on the mobile quizgame application used in the graphic and animation lesson 1. Journal of Theoretical Educational Science, 11(3), 507-521. https://doi.org/10.30831/akukeg.324192.
Süren, N. (2019). Investigation of the effects of anxiety and motivation on mathematics achievement [Unpublished master thesis]. Balıkesir University.
Sweller, J. (2020). Cognitive load theory and educational technology. Educational Technology Research and Development, 68, 1-16. https://doi.org/10.1007/S11423-019-09701-3.
Sweller, J., van Merriënboer, J. J., & Paas, F. (2019). Cognitive architecture and instructional design: 20 years later. Educational Psychology Review, 31(2), 261-292. https://doi.org/10.1007/s10648-019-09465-5
Şataf, H. A. (2009). The effect of computer assisted mathematics teaching on the achievement and attitude of 8th grade primary school students in the sub-learning area of "transformation geometry" and "triangles"[Unpublished master thesis]. Sakarya University.
Takači, D., Stankov, G., & Milanovic, I. (2015). Efficiency of learning environment using GeoGebra when calculus contents are learned in collaborative groups. Computers and Education, 82, 421-431. https://doi.org/10.1016/j.compedu.2014.12.002
Tatar, E., Kağızmanlı, T. B., & Akkaya, A. (2013). Content analysis of technology-supported mathematics education research in Turkey. Journal of Buca Education Faculty, (35), 33-50.
Timmerman, H. L., Toll, S. W. M., & Van Luit, J. E. H. (2017). The relation between math self-concept, test and math anxiety, achievement motivation and math achievement in 12 to 14-year-old typically developing adolescents. Psychology, Society and Education, 9(1), 89-103. https://doi.org/10.21071/psye.v9i1.13854
Uşun, S. (2004). Fundamentals Of Computer Assisted Instruction (2nd ed.). Nobel Publication Distribution. Van Merriënboer, J. J., & Ayres, P. (2005). Research on cognitive load theory and its design implications for e-learning. Educational Technology Research and Development, 53(3), 5-13. https://doi.org/10.1007/BF02504793.
Vogel-Walcutt, J. J., Gebrim, J. B., Bowers, C., Carper, T. M., & Nicholson, D. (2011). Cognitive load theory vs. constructivist approaches: hich best leads to efficient, deep learning? Journal of Computer Assisted Learning, 27(2), 133-145. https://doi.org/10.1111/j.13652729.2010.00381.x
Wijaya, T. T., Ying, Z., Chotimah, S., & Bernard, M. (2020). Hawgent dynamic mathematic software as mathematics learning media for teaching quadratic functions. In Journal of Physics: Conference Series (Vol. 1592, No. 1, p. 012079). IOP Publishing. https://doi.org/10.1088/1742-6596/1592/1/012079.
De Witte, K., Haelermans, C., & Rogge, N. (2015). The effectiveness of a computer‐assisted math learning program. Journal of Computer Assisted Learning, 31(4), 314-329. https://doi.org/10.1111/JCAL.12090.
Yağcı, M. (2017). The effect of computer-assisted instruction on academic achievement, permanence of what has been learned, and attitude towards computers in history teaching. Bartın University Journal of the Faculty of Education, 6(1), 102-113. https://doi.org/10.14686/buefad.263571
Yıldırım, A., & Şimşek, H. (2011). Qualitative research methods in the social sciences (8th ed.), Seçkin Publishing.
Yılmaz, G. K., & Zengin, D. The effect of computer-assisted instructional software on the mathematics achievement of gifted students in fractions and its role in metacognition skills. Icoess 2019, 120.
Zengin, Y. (2015). Examination of the applicability of the dynamic mathematics software supported cooperative learning model in the learning and teaching of secondary school algebra subjects. [Unpublished doctoral thesis]. Atatürk University.
Zengin, Y., Kağızmanlı, T. B., Tatar, E., & İşleyen, T. (2013). The use of dynamic mathematics software in computer aided mathematics teaching course. Journal of Mustafa Kemal University Institute of Social Sciences, 10(23), 167-180.
Zhang, J., Wang, C., Muthu, A., & Varatharaju, V. M. (2022). Computer multimedia assisted language and literature teaching using heuristic hidden markov model and statistical language model. Computers and Electrical Engineering, 98, 107715. https://doi.org/10.1016/j.compeleceng.2022.107715.

Details

Primary Language

English

Subjects

Development of Science, Technology and Engineering Education and Programs

Journal Section

Research Article

Authors

Cihan Orak
0000-0001-8616-9859
Türkiye

Sevda Küçük ^*
0000-0002-2679-5177
Türkiye

Aslan Gülcü
0000-0001-6857-7760
Türkiye

Early Pub Date

December 30, 2023

Publication Date

December 31, 2023

Submission Date

August 17, 2023

Acceptance Date

September 25, 2023

Published in Issue

Year 2023 Volume: 4 Number: 2

DOI

https://doi.org/10.52911/itall.1344964

IZ

https://izlik.org/JA42BD88ES

APA

Orak, C., Küçük, S., & Gülcü, A. (2023). The Impact of Using Dynamic Mathematics Learning Objects on Pre-Service Mathematics Teachers’ Motivation and Cognitive Load Levels. Instructional Technology and Lifelong Learning, 4(2), 117-147. https://doi.org/10.52911/itall.1344964

This work is licensed under a Creative Commons Attribution 4.0 International License.

Dinamik Matematik Öğrenme Nesnelerin Kullanımının Matematik Öğretmen Adaylarının Motivasyon ve Bilişsel Yük Düzeylerine Etkisi

Öz

Anahtar Kelimeler

The Impact of Using Dynamic Mathematics Learning Objects on Pre-Service Mathematics Teachers’ Motivation and Cognitive Load Levels

Abstract

Keywords

References

Details

Primary Language

Subjects

Journal Section

Authors

Early Pub Date

Publication Date

Submission Date

Acceptance Date

Published in Issue

DOI

IZ

Cite