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

Abstract

This study examined the opinions of classroom teachers on the reflections of mind games used in mathematics lessons on the teaching and learning process. The phenomenology method, 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 determined whether the teachers would participate in the study. The data were collected using a semi-structured interview form prepared by the researcher and a mathematics lesson observation form. The collected data were analyzed using the content analysis method. As a result of the content analysis, the participant views were presented in 14 categories under five themes. As a result of the research, it was determined that the mind games used by classroom teachers in mathematics lessons contribute to meaningful and permanent learning in the cognitive sense, support students' higher-order thinking skills, improve their problem-solving skills, and positively affect the attitude towards mathematics lessons in the social and emotional sense and increase motivation for mathematics lessons. For this reason, a mind games activity guide can be prepared by classroom teachers in elementary school mathematics lessons.