Ortaokul Matematik Öğretmeni Adaylarının Matematik Öğretimi İçin Tasarladıkları Oyunların Farklı Açılardan Ele Alınması

Kaya, Tuğba Baran; Gökçek, Tuba

doi:10.53444/deubefd.962734

Cited by 3 publications

(1 citation statement)

References 20 publications

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“…Oyunlar matematik öğretiminde yaygın bir şekilde kullanılırken son zamanlarda matematik öğretiminde (Akbay, 2015;Aksoy vd., 2019;Aktaş vd., 2018;Alkan ve Korkmaz, 2021a;Altınışık, 2021;Arabacı, 2021;Arslan ve Demirtaş, 2015;Atasay, 2018;Baran Kaya ve Gökçek, 2021;Başün ve Doğan, 2020;Bilgin, 2021;Canbay, 2012;Çankaya, 2007;Çankaya ve Karamete, 2008;Çetin, 2016;Çubukluöz, 2019;Demir ve Bilgin, 2021;Duran ve Kaplan, 2014;Durgut, 2016;Dündar, 2015;Fırat, 2011;Galiç, 2020;Gülleci, 2019;Gün vd., 2021;Gür ve Kobak Demir, 2016;Gürbüz vd., 2017;Hacısalihoğlu Karadeniz, 2017;Hava ve Şen, 2021;Jensen ve Skott, 2022;Karakuş ve Baki, 2020;Özata ve Çoşkuntuncel, 2019;Soydan vd., 2022;Şahin, 2016;Şirin, 2011;Türker, 2020;Uğurel ve Moralı, 2008;Uğurel ve Moralı, 2010;Usta vd. 2017;Usta vd.…”

Section: Introductionunclassified

Effectiveness of using digital and non-digital games in primary mathematics teaching: A meta-analysis study

Öztop¹

2023

Preprint

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The current study aims at determining the effect of using games in primary mathematics teaching on academic achievement as well as comparing effect sizes according to the game type. For this purpose, the meta-analysis methodology was used. The data for this study was obtained from 20 studies that were found by searching the determined keywords in databases and met the inclusion criteria. Using these studies, 21 different effect sizes were determined. Only studies conducted in Turkey were included in the study. The random-effects model was used to analyze the data. The effect sizes were calculated as Hedges' g. Comprehensive Meta-Analysis Software was employed for data analysis. According to the findings, the overall effect size of the use of games in primary school mathematics teaching on academic achievement was found to be 0.875 at a large level. When the effect sizes were compared according to the game type, it was determined that digital games had a small (0.436) effect and non-digital games had a large (1.032) effect. The findings show that non-digital games are much more effective on academic achievement than digital games in primary school mathematics teaching. It can be recommended to provide trainings for students and teachers on the effective use of digital games in mathematics teaching, to pay attention to the characteristics of the student and the field while producing the games, and to encourage students to play educational math games designed based on the physical environment.

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Section: Introductionunclassified

Effectiveness of using digital and non-digital games in primary mathematics teaching: A meta-analysis study

Öztop¹

2023

Preprint

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Middle School Mathematics Teachers' Views on The Concept of Mathematical Game

Güngör,

Topbaş Tat

2024

International Journal of Educational Spectrum

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In this study, the views of middle school mathematics teachers on the concept of mathematical games were investigated. The participants of the study consisted of 13 middle school mathematics teachers. Phenomenology, one of the qualitative research methods, was used in the study. Interviews were used for the collection of data. The data were analyzed through content analysis. As a result of the research, the teachers mostly used the expressions instructive and fun in their definitions of mathematical games. It was found that the participants explained the relationship between mathematics and games with the presence of mathematics in games and mathematics making sense of games. It was observed that teachers used mathematical games for cognitive/academic and affective purposes. In terms of the benefits of mathematical games, the focus was on the benefits for the subject, the student and the teacher. Similarly, it was emphasized that mathematical games have various effects on students' learning, attitudes toward the lesson, personal development and social development. However, it was determined that teachers experienced various difficulties during the game design/planning and teaching process.

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Educational Game Design Experiences of Secondary School Preservice Mathematics Teachers

ERŞEN

2023

Külliye

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In this study, it was aimed to reveal the mathematical games designed by secondary school preservice mathematics teachers and their views on this process. The participants of the study, in which a case study, one of the qualitative research designs, was used, consisted of 45 pre-service secondary school mathematics teachers who took the Teaching Mathematics with Games course. The data obtained from the study were subjected to descriptive and content analysis. According to the results obtained from the study, while the majority of the games were designed as board/card games, the most preferred learning area was numbers and operations. In addition, according to the grade levels, the most games were designed for the 8th grade and the least for the 5th grade level. In the process of mathematical game design, pre-service teachers mostly aim to provide meaningful learning, develop procedural skills, reinforce what has been learned, and make learning mathematics fun. In addition, although the pre-service teachers experienced some difficulties during the game design process, it was determined that this process affected them positively in cognitive, affective, and pedagogical terms.

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Ortaokul Matematik Öğretmeni Adaylarının Matematik Öğretimi İçin Tasarladıkları Oyunların Farklı Açılardan Ele Alınması

Cited by 3 publications

References 20 publications

Effectiveness of using digital and non-digital games in primary mathematics teaching: A meta-analysis study

Effectiveness of using digital and non-digital games in primary mathematics teaching: A meta-analysis study

Middle School Mathematics Teachers' Views on The Concept of Mathematical Game

Educational Game Design Experiences of Secondary School Preservice Mathematics Teachers

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