Reflections of Mind Games Used in Primary School Mathematics Lessons on Teaching and Learning Process: A Case Study

Tunahan Filiz

Makale detayları

Reflections of Mind Games Used in Primary School Mathematics Lessons on Teaching and Learning Process: A Case Study

Yazarlar:

Tunahan Filiz

Yayıncı:

Ataturk University

Ana Başlıklar:

Basic Training (Other)

Dergi:

Educational Academic Research Issue 55, pp.93-106

Belge Tipi:

Makale

Yayın Tarihi:

9/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001331691

pISSN:

2822-3535

Anahtar kelimeler:

Özet:

 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 participants 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.

 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 participants 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.

 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 participants 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.

 Bu araştırmada matematik derslerinde kullanılan zeka oyunlarının öğretme ve öğrenme sürecine yansımaları konusunda sınıf öğretmenlerinin görüşleri incelenmiştir. İlkokul matematik derslerinde zeka oyunlarından yararlanan ve zeka oyunları konusunda eğitim alan 15 sınıf öğretmeninin görüşlerinin incelendiği araştırmada nitel araştırma türlerinden fenomenoloji yöntemi kullanılmıştır. Araştırmaya katılacak öğretmenler ölçüt örnekleme yöntemiyle belirlenmiştir. Araştırmanın verileri araştırmacı tarafından hazırlanan yarı yapılandırılmış görüşme formu ve matematik dersi gözlem formuyla toplanmıştır. Toplanan veriler içerik analizi yöntemi kullanılarak analiz edilmiştir. İçerik analizi neticesinde katılımcı görüşleri 5 tema altında toplam 14 kategoride sunulmuştur. Araştırma sonucunda, sınıf öğretmenleri tarafından matematik dersinde kullanılan zeka oyunlarının bilişsel anlamda anlamlı ve kalıcı öğrenmeye katkı sağladığı, öğrencilerin üst düzey düşünme becerilerini desteklediği ve problem çözme becerilerini geliştirdiği, sosyal ve duygusal anlamda ise matematik dersine olan tutumu olumlu olarak etkilediği ve matematik dersine olan motivasyonu artırdığı tespit edilmiştir. Sınıf öğretmenleri için ilkokul matematik derslerinde kullanılabilecek zeka oyunları etkinlik kılavuzu hazırlanabilir.

Makale detayları

Reflections of Mind Games Used in Primary School Mathematics Lessons on Teaching and Learning Process: A Case Study

Yazarlar:

Tunahan Filiz

Yayıncı:

Ataturk University

Ana Başlıklar:

Basic Training (Other)

Dergi:

Educational Academic Research Issue 55, pp.93-106

Belge Tipi:

Makale

Yayın Tarihi:

9/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001331691

pISSN:

2822-3535

Primary school mathematics lesson

mind games

case study.İlkokul matematik dersi

zeka oyunları

üst düzey düşünme

problem çözme

Sayı

Makale detayları

Reflections of Mind Games Used in Primary School Mathematics Lessons on Teaching and Learning Process: A Case Study

Yazarlar: Tunahan Filiz

Yayıncı: Ataturk University

Ana Başlıklar: Basic Training (Other)

Dergi: Educational Academic Research Issue 55, pp.93-106

Belge Tipi: Makale

Yayın Tarihi: 9/2024

Belge Dili: İngilizce

Document ID (Org No.): 2001331691

pISSN: 2822-3535

Primary school mathematics lesson

mind games

case study.İlkokul matematik dersi

zeka oyunları

üst düzey düşünme

problem çözme

Sayı

Yazarlar:

Tunahan Filiz

Yayıncı:

Ataturk University

Ana Başlıklar:

Basic Training (Other)

Dergi:

Educational Academic Research Issue 55, pp.93-106

Belge Tipi:

Makale

Yayın Tarihi:

9/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001331691

pISSN:

2822-3535