Mathematics teacher candidates' beliefs and self-efficacy perceptions towards the use of origami: A mixed method study

Yıl 2025, Cilt: 15 Sayı: 1, 529 - 562, 23.03.2025

Hakan Ulum

https://doi.org/10.48146/odusobiad.1506163

Öz

Origami can be a creative tool for pre-service mathematics teachers and enhance learning by helping students concretise abstract mathematical concepts; therefore, using Origami in mathematics courses and pre-service teachers' perceptions can be an essential resource for developing teaching strategies. This study examines the effect of associating Origami activities with mathematics curriculum outcomes on pre-service mathematics teachers' beliefs and self-efficacy about using Origami in mathematics education. The study adopted a mixed research method; a one-group pretest-posttest experimental design and holistic phenomenology were used. Twenty-six pre-service mathematics teachers constituted the study group. The results showed that associating Origami activities with mathematics curriculum outcomes had a significant effect on pre-service teachers' beliefs and self-efficacy towards the use of Origami in mathematics education and a 5-stage change process regarding Origami occurred in the participants during this course: Recognition and association, meaning attribution, assimilation, comparison and accommodation. These results show that pre-service teachers' beliefs and self-efficacy towards using Origami as a tool in teaching mathematics changed positively. At the end of the study, suggestions such as giving more space to Origami in teacher education programs, conducting related research, and developing educational materials for pre-service teachers are provided.

Anahtar Kelimeler

Mathematics, Origami, Beliefs, Self-Efficacy

Matematik öğretmen adaylarının origami kullanımına yönelik inanç ve öz yeterlik algıları: Karma yöntem çalışması

Öz

Origami, matematik öğretmeni adayları için yaratıcı bir araç olabilir ve öğrencilerin soyut matematik kavramlarını somutlaştırmasına yardımcı olarak öğrenmeyi güçlendirebilir; bu nedenle, Origami’nin matematik derslerindeki kullanımı ve öğretmen adaylarının algıları, öğretim stratejilerini geliştirmek için önemli bir kaynak olabilir. Bu çalışmanın amacı Origami etkinlikleri ile matematik öğretim programı kazanımlarının ilişkilendirilmesinin, matematik öğretmeni adaylarının matematik eğitiminde Origami’nin kullanımına yönelik inanç ve öz yeterlik algıları üzerindeki etkisini incelemektir. Çalışmada karma araştırma yöntemi benimsenmiş, tek gruplu ön test-son test deneysel desen ve bütüncül fenomenoloji kullanılmıştır. Çalışma grubunu yirmi altı matematik öğretmen adayı oluşturmaktadır. Sonuçlar, Origami etkinlikleri ile matematik öğretim programı kazanımlarının ilişkilendirilmesinin, öğretmen adaylarının matematik eğitiminde Origami’nin kullanımına yönelik inanç ve öz yeterlikleri üzerinde anlamlı bir etkisi olduğunu ve bu ders sürecinde katılımcılarda Origami’ye ilişkin 5 aşamalı bir değişim süreci oluşmuştur: Tanıma ve ilişkilendirme, anlam yükleme, özümseme, karşılaştırma ve yerleşme. Bu sonuçlar öğretmen adaylarının matematik öğretme sürecinde Origami’yi bir araç olarak kullanmaya yönelik inanç ve özyeterliklerinin olumlu şekilde değiştiğini göstermektedir. Çalışmanın sonunda, öğretmen eğitim programlarında Origami’ye daha fazla yer verilmesi, ilgili araştırmaların yapılması ve öğretmen adaylarına yönelik eğitim materyalleri geliştirilmesi gibi önerilere yer verilmiştir.

Anahtar Kelimeler

Matematik, Origami, İnanç, Öz Yeterlik

Kaynakça

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