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Educational Game Design Experiences of Secondary School Preservice Mathematics Teachers

Year 2023, Issue: TÜRKİYE CUMHURİYETİ'NİN 100. YILI ÖZEL SAYISI, 455 - 480, 30.10.2023

Zeynep Bahar Erşen

https://doi.org/10.48139/aybukulliye.1352364

Abstract

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.

Keywords

Educational game mathematics education game design preservice mathematics teachers

References

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  • Aksoy, N. C. (2014). Effects of digital game-based mathematics teaching on 6th grades students' achievement, motivation, attitude and self-efficacy (Order no:356671) [Doctoral Dissertatiton]. Gazi University.
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Ortaokul Matematik Öğretmeni Adaylarının Eğitsel Oyun Geliştirme Deneyimleri

Year 2023, Issue: TÜRKİYE CUMHURİYETİ'NİN 100. YILI ÖZEL SAYISI, 455 - 480, 30.10.2023

Zeynep Bahar Erşen

https://doi.org/10.48139/aybukulliye.1352364

Abstract

Bu araştırmada, ortaokul matematik öğretmen adaylarının tasarladıkları matematiksel oyunları ve bu sürece yönelik görüşlerini ortaya koymak amaçlanmıştır. Nitel araştırma desenlerinden durum çalışmasının kullanıldığı çalışmanın katılımcılarını Oyunla Matematik Öğretimi dersini alan 45 ortaokul matematik öğretmen adayı oluşturmaktadır. Araştırmadan elde edilen veriler betimsel ve içerik analizine tabi tutulmuştur. Araştırmadan elde edilen sonuçlara göre, oyunların önemli çoğunluğu masa/kart oyunları türünde tasarlanırken; öğrenme alanı olarak en çok tercih edilen Sayılar ve İşlemler öğrenme alanı olmuştur. Ayrıca, sınıf düzeylerine göre, en çok 8. sınıf en az ise 5. sınıf düzeyine göre oyun tasarlanmıştır. Matematiksel oyun tasarımı sürecinde öğretmen adayları en çok anlamlı öğrenmeyi sağlamayı, işlemsel becerilerin geliştirilmesini, öğrenilenlerin pekiştirilmesini ve matematik öğrenmeyi eğlenceli hale getirmeyi amaçlamışlardır. Ayrıca, öğretmen adayları, oyun tasarımı sürecinde bir takım sıkıntılar yaşamakla birlikte; bu sürecin onları bilişsel, duyuşsal ve pedagojik anlamda olumlu yönde etkilediği tespit edilmiştir.

Keywords

Eğitsel oyun matematik eğitimi oyun tasarımı matematik öğretmeni adayları

Ethical Statement

Bu çalışma Selçuk Üniversitesinin 03.11.2022-E.398704 tarih ve sayılı kararıyla etik olarak uygun bulunmuştur.

References

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  • Aksoy, N. C. (2014). Effects of digital game-based mathematics teaching on 6th grades students' achievement, motivation, attitude and self-efficacy (Order no:356671) [Doctoral Dissertatiton]. Gazi University.
  • Aksoy, N. C., & Küçük Demir, B. (2019). The effect of designing digital games in mathematics teaching on the creativity of prospective teachers. Journal of Gazi University Faculty of Education, 39(1), 147-169. https://doi.org/10.17152/gefad.421615
  • Altunay, D. (2004). The effect of mathematics teaching which is supported with games on the students' success and the permanence of the knowledge learned (Order No: 190383) [Unpublished Mater’s Thesis]. Gazi University, Ankara.
  • Baran Kaya, T., & Gökçek, T. (2021). Analysis of games designed by the secondary school pre-service mathematics teachers. The Journal of Buca Faculty of Education, 52, 600-621.
  • Başer, N. & Narlı, S. (2002). Matematik öğretmenlerinin öğretim yöntemlerini kullanmada karşılaştıkları zorluklar. Matematik Sempozyumu Bildiriler Kitabı. 24-26 Mayıs 2001, Ankara: Milli Eğitim Basımevi.
  • Bourgonjon, J., De Grove, F., De Smet, C., Van Looy, J., Soetaert, R., & Valcke, M. (2013). Acceptance of game-based learning by secondary school teachers. Computers & Education, 67, 21-35. https://doi.org/10.1016/j.compedu.2013.02.010
  • Campos, H. & Moreira, R. (2016). Games as an educational resource in the teaching and learning of mathematics: an educational experiment in Portuguese middle schools, International Journal of Mathematical Education in Science and Technology, 47(3), 463-474, DOI: 10.1080/0020739X.2015.1075614
  • Cansız, O. & Karamustafaoğlu, O. (2022). Matematik öğretmenlerinin ‘Bölünebilme Evi’ eğitsel oyunu ile ilgili görüşleri. Journal of Social and Humanities Sciences Research, 9(81), 584-600. http://dx.doi.org/10.26450/jshsr.3038
  • Charles, M., Bustard, D., & Black, M. (2009). Experiences of promoting engagement in game-based learning. Proceedings of the European Conference on Games Based Learning, 397-403.
  • Chiang, F. K., & Qin, L. (2018). A pilot study to assess the impacts of game-based construction learning, using scratch, on students’ multi-step equation-solving performance. Interactive Learning Environments, 26(6), 803-814. https://doi.org/10.1080/10494820.2017.1412990
  • Clements, R. (2004). An investigation of the status of outdoor play. Contemporary Issues in Early Childhood, 5(1), 68-80.
  • Cohen, L., Manion, L., & Morrison, K. (2000). Reserach Methods in Education. London: Routledge Falmer. Creswell, J. W. (2013). Araştırma deseni: Nitel, nicel ve karma yöntem yaklaşımları (Çev. S. B. Demir). Ankara: Eğiten Kitap.
  • Çil, O., & Sefer, F. (2021). The investigation of elementary school teachers› opinions on game- based mathematics activities. Trakya Journal of Education, 11(3), 1366–1385. https://doi.org/10.24315/tred.814024
  • Çağıltay, K., Çakıroğlu, J., Çağıltay, N., & Çakıroğlu, E. (2001). Teachers' perspectives about the use of computers in education. Hacettepe University Journal of Education, 21(1), 19-28.
  • Çetin, Ö. (2016). Effects of mathematical games on secondary school students' achievements, attitudes and problem solving strategies (Order no:436709) [Doctoral Dissertation]. Necmettin Erbakan University.
  • Dienes, Z. P. (1963). On the Learning of Mathematics. Australian Journal of Education, 7(1), 13–20. https://doi.org/10.1177/000494416300700103
  • 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 Sciences, 35(1), 15-30.
  • Doğan, Z., & Sönmez, D. (2019). Opinions of primary school teachers about the process of using mathematical games in mathematic lessons. Marmara University Atatürk Education Faculty Journal of Educational Sciences, 50(50), 96–108. https://doi.org/10.15285/maruaebd.545417
  • Ergül, E., & Erşen, Z. B. (2023). Teachers’ Opinions on the Use of Games in Mathematics Education: A Case Study. F. Ü. Bozdağ & Ö. T. Kara (Eds.), Current Researches in Educational Sciences VI (p. 47-76). Akademisyen Publishing House. https://doi/10.37609/akya.2556
  • Erkin Kavasoğlu, B. (2010). The effects of game based teaching of probability on the achievement of mathematics lessons students of 6th, 7th, 8th grades (Order no: 279607) [Unpublished Mater’s Thesis]. Gazi University, Ankara.
  • Ernest, P. (1986). Games: a rationale for their use in the teaching of mathematics in school. Mathematics in School, 15(1), 2-5. http://www.jstor.org/stable/30216298
  • Foster, R. (2004). Crazy bones. Mathematics Teaching, 187, 17.
  • Fouze, A. Q., & Amit, M. (2018). Development of mathematical thinking through integration of ethnomathematic folklore game in math instruction. Eurasia Journal of Mathematics, Science and Technology Education, 14(2), 617–630. https://doi.org/10.12973/ejmste/80626
  • Gmitrova, V., Podhajecká, M., & Gmitrov, J. (2009). Children’s play preferences: Implications for the preschool education. Early Child Development and Care, 179(3), 339-351. https://doi.org/10.1080/03004430601101883 Güneş, G. (2010). Teachers’ views on the use of games and activities in teaching mathematics at second level of primary education (Order No: 265791) [Unpublished Master’s Thesis]. Kafkas University, Kars.
  • Gürbüz, R. ve Gülburnu, M. ve Şahin, S. (2017). Teachers’ views about teaching of fractions with games: A video supported study. Adıyaman University Journal of Social Sciences, 25, 98-132. Retrieved from https://dergipark.org.tr/tr/pub/adyusbd/issue/37216/429556
  • Hacısalihoğlu Karadeniz, M. (2017). Geleneksel çocuk oyunlarının matematiğe uyarlanması ve uygulanması sürecindeki kazanım ve problemlere genel bir bakış. Kastamonu Eğitim Dergisi, 25(6), 2245-2262.
  • Horzum, T. (2021). Types of mathematical games. M. Taştepe & N. C. Aksoy (Eds.), Games and mathematics education (p. 63-82). Nobel Publishing: Ankara.
  • Huizinga, J. (1955). Homo ludens: A study of the play element in culture. Boston: The Beacon Press.
  • Karamert, Ö. (2019). The effect of gamification on the success and attitude of the 5th grade mathematics course (Order no: 590306) [Master’s thesis]. Düzce University, Düzce.
  • Kebritchi, M., Hirumi, A., & Bai, H. (2010). The effects of modern mathematics computer games on mathematics achievement ve class motivation. Computers & Education, 55, 427-443.
  • Kim, B. (2015). Designing gamification in the right way. Library Technology Reports, 51(2), 29-35.
  • Kinchin, I. M. (2018) Having fun, playing games and learning biology. Journal of Biological Education, 52(2), 121-121.
  • Ku, O., Chen, S.-Y., Wu, D.-H., Lao, A.-C.-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.
  • Lee, H. K., & Choi, A. (2020). Enhancing early numeracy skills with a tablet-based math game intervention: A study in Tanzania. Educational Technology Research and Development, 68(6), 3567-3585.
  • McIntosh, N. O. (2018). The impact of gamification on seventh-graders’ academic achievement in mathematics (Order no: 10974660). [Doctoral Dissertation, Grand Canyon University]. ProQuest Tez Center.
  • Miles, M.B., & Huberman, M.A. (1994). An expanded sourcebook qualitative data analysis. London: Sage Publication.
  • Ministry of National Education (MoNE) (2013). Mathematics curriculum (1-8th grades). Ankara: MEB Publishing. Nesin, A. (2008). Mathematics and fear. Istanbul: Nesin Publishing House-Popular Science Series.
  • Nguyen, D. M., Hsieh, Y. J., & Allen, G. D. (2006). The impact of web-based assessment and practice on students’ mathematics learning attitudes. The Journal of Computer in Mathematics and Science Teaching, 25(3), 251–279.
  • Oldfield, B. J. (1991). Games in the learning of mathematics: A Classification. Mathematics in School, 20(1), 41-43.
  • Özata, M., & Coşkuntuncel, O. (2019). Opinions of secondary school mathematics teachers on the use of educational math games in mathematics teaching. Mersin University Journal of the Faculty of Education, 15(3), 662-683. https://doi/10.17860/mersinefd.619983
  • Pais, A. (2011). Criticisms and contradictions of ethnomathematics. Educational Studies in Mathematics, 76(2), 209–230. https://doi.org/10.1007/s10649-010-9289-7
  • Pehlivan, H. (2014). Game and learning. Ankara: Anı Publishing.
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There are 65 citations in total.

Details

Primary Language English
Subjects Educational Sociology
Journal Section Research Articles
Authors

Zeynep Bahar Erşen 0000-0002-7928-2535

Publication Date October 30, 2023
Submission Date August 30, 2023
Acceptance Date October 27, 2023
Published in Issue Year 2023 Issue: TÜRKİYE CUMHURİYETİ'NİN 100. YILI ÖZEL SAYISI

Cite

APA Erşen, Z. B. (2023). Educational Game Design Experiences of Secondary School Preservice Mathematics Teachers. Külliye(TÜRKİYE CUMHURİYETİ’NİN 100. YILI ÖZEL SAYISI), 455-480. https://doi.org/10.48139/aybukulliye.1352364
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