Prospective Mathematics Teachers’ Awareness About Digital Mathematics Games Designed with Scratch

Yıl 2023, , 126 - 149, 17.04.2023

Seher Avcu

https://doi.org/10.33711/yyuefd.1178451

Cited By: 2

Öz

This study is a phenomenological study focusing on prospective middle school mathematics teachers’ awareness of digital mathematics games. The participants selected by criterion sampling method are fifteen prospective middle school mathematics teachers who attended coding with Scratch training and designed digital mathematics games with Scratch. Four-item open-ended questionnaire related to the use of digital mathematics games in mathematics education was used to collect the data of this study. Interviews related to the questions in the questionnaire were conducted. The data of this study were analyzed using the content analysis method. The findings of the study showed that the prospective middle school mathematics teachers had some awareness about the affordances and limitations of digital mathematics games in teaching mathematics to middle school students.

Anahtar Kelimeler

Digital mathematics games, Scratch, Prospective mathematics teachers.

Matematik Öğretmen Adaylarının Scratch ile Tasarlanan Dijital Matematik Oyunlarıyla İlgili Farkındalıkları

Öz

Bu çalışma ortaokul matematik öğretmen adaylarının dijital matematik oyunlarıyla ilgili farkındalıklarına odaklanılan bir olgubilim çalışmasıdır. Ölçüt örnekleme yöntemiyle belirlenen katılımcılar seçmeli bir ders kapsamında Scratch ile kodlama eğitimi almış ve Scratch ile matematiksel oyun tasarlamış olan on beş matematik öğretmen adayıdır. Araştırmanın verileri dijital matematik oyunlarının matematik eğitiminde kullanılmasıyla ilgili açık uçlu sorulardan oluşan bir test yardımıyla toplanmıştır. Araştırmanın verilerini katılımcı öğretmen adaylarının açık uçlu sorulara verdikleri yazılı cevaplar ve testteki sorulara yönelik gerçekleştirilen görüşmelerdeki ses kayıtları oluşturmaktadır. Veriler içerik analizi yöntemiyle analiz edilmiştir. Araştırmanın bulguları, katılımcı öğretmen adaylarının Scratch ile tasarlanan dijital oyunların matematik öğretiminde kullanılmasının faydaları ve sınırlılıkları ile ilgili bazı farkındalıklarının olduğunu göstermektedir.

Anahtar Kelimeler

Matematik öğretmen adayları., Dijital matematik oyunları, Scratch

Kaynakça

• Altundağ, Y. (2018). Lise rehber öğretmenlerine yönelik tüm okul yaklaşımına dayalı sanal zorba farkındalığı ve sanal zorbalıkla başa çıkma stratejilerini kazandırma programının etkililiği (Yayımlanmamış doktora tezi). Sakarya Üniversitesi, Sakarya.
• Beavis, C., Rowan, L., Dezuanni, M., McGillivray, C., O’Mara, J., Prestridge, S., Zagami, J. (2014). Teachers’ beliefs about the possibilities and limitations of digital games in classrooms. E-Learning and Digital Media, 11(6), 569–581.
• Boyle, E. A., MacArthur, E. W., Connolly, T. M., Hainey, T., Manea, M., Karki, A., & Van Rosmalen, P. (2014). A narrative literature review of games, animations and simulations to teach research methods and statistics. Computers & Education, 74, 1–14.
• Byun, J., & Joung, E. (2018). Digital game‐based learning for K–12 mathematics education: A meta‐analysis. School Science and Mathematics, 118, 113–126.
• Can, G., & Cagiltay; K. (2006). Turkish prospective teachers' perceptions regarding the use of computer games with educational features. Educational Technology & Society, 9(1), 308–321.
• Chen, Z. H., Liao, C. C., Cheng, H. N., Yeh, C. Y., & Chan, T. W. (2012). Influence of game quests on pupils' enjoyment and goal-pursuing in math learning. Journal of Educational Technology & Society, 15(2), 317–327.
• Divjak, B., & Tomić, D. (2011). The impact of game-based learning on the achievement of learning goals and motivation for learning mathematics-literature review. Journal of Information and Organizational Science, 35(1), 15–30.
• Giannakos, M. N. (2013). Enjoy and learn with educational games: Examining factors affecting learning performance. Computers & Education, 68, 429–439.
• Grover, S., & Pea, R. (2013). Computational thinking in K-12: A review of the state of the field. Educational Researcher, 42(1), 38–43.
• İlhan, M., Demir, S., & Arslan, S. (2013). Öğretmen adaylarının bilgisayar destekli eğitime yönelik tutumları ile epistemolojik inançları arasındaki ilişkinin incelenmesi. Eğitim Teknolojisi Kuram ve Uygulama, 3(2), 1–22.
• Jensen, E. O., & Skott, C. K. (2022). How can the use of digital games in mathematics education promote students’ mathematical reasoning? a qualitative systematic review. Digital Experiences in Mathematics Education, 8, 183–212.
• Joung, E., & Byun, J. (2021). Content analysis of digital mathematics games based on the NCTM content and process standards: an exploratory study. School Science and Mathematics, 121(3), 127–142.
• Karakus, T., Inal, Y., & Cagiltay, K. (2008). A descriptive study of Turkish high school students’ game-playing characteristics and their considerations concerning the effects of games. Computers in Human Behavior, 24(6), 2520–2529.
• Ke, F. (2009). A qualitative meta-analysis of computer games as learning tools. In R. E. Ferdig (Ed.), Handbook of research on effective electronic gaming in education (pp. 1–32). Kent State University USA: IGI Global
• Ku, O., Chen, S. Y., Wu, D. H., Lao, A. C., & Chan, T. W. (2014). The effects of game-based learning on mathematical confidence and performance: High ability vs. low ability. Educational Technology & Society, 17(3), 65–78.
• Larkin, K. (2015). “An app! An app! My kingdom for an app”: An 18-month quest to determine whether apps support mathematical knowledge building. In T. Lowrie & R. Jorgensen (Eds.), Digital games and mathematics learning (pp. 251–276). Dordrecht: Springer.
• Lenhart, A., Kahne, J., Middaugh, E., Macgill, A. R., Evans, C., & Vitak, J. (2008). Teens, video games, and civics: Teens' gaming experiences are diverse and include significant social interaction and civic engagement. The Pew Internet & American Life Project. Retrieved from: https://files.eric.ed.gov/fulltext/ED525058.pdf
• Lye, S. Y., & Koh, J. H. L. (2018). Case Studies of Elementary Children’s Engagement in Computational Thinking Through Scratch Programming. In M. S. Khine (Ed.), Computational Thinking in the STEM Disciplines (pp. 227–251). Springer, Cham.
• Pan, Y., Ke, F., & Xu, X. (2022). A systematic review of the role of learning games in fostering mathematics education in K-12 settings. Educational Research Review, 36, 100448.
• Plass, J. L., O'Keefe, P. A., Homer, B. D., Case, J., Hayward, E. O., Stein, M., & Perlin, K. (2013). The impact of individual, competitive, and collaborative mathematics game play on learning, performance, and motivation. Journal of educational psychology, 105(4), 1050.
• Qian, M., & Clark, K. R. (2016). Game-based Learning and 21st century skills: A review of recent research. Computers in Human Behavior, 63, 50–58.
• Resnick, M., Maloney, J., Monroy-Hernández, A., Rusk, N., Eastmond, E., Brennan, K., ... Kafai, Y. (2009). Scratch: programming for all. Communications of the ACM, 52(11), 60–67.
• Türk Dil Kurumu, (2022). Güncel Türkçe Sözlük. Erişim adresi: https://sozluk.gov.tr/
• Tokac, U., Novak, E., & Thompson, C. G. (2019). Effects of game-based learning on students’ mathematics achievement: A meta-analysis. Journal of Computer Assisted Learning, 35(3), 407–420.
• Tsai, F. H., Yu, K. C., & Hsiao, H. S. (2012). Exploring the factors influencing learning effectiveness in digital gamebased learning. Educational Technology & Society, 15(3), 240–250.
• Ünveren Bilgiç, E. N. (2021). İlköğretim matematik öğretmen adaylarının eğitsel matematik oyun tasarlama ve uygulama deneyimleri. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 22(3), 2090–2127.
• Yıldırım, A., & Şimşek, H. (2008). Nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.