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Dinamik Matematik Öğrenme Nesnelerin Kullanımının Matematik Öğretmen Adaylarının Motivasyon ve Bilişsel Yük Düzeylerine Etkisi

Year 2023, Volume: 4 Issue: 2, 117 - 147, 31.12.2023
https://doi.org/10.52911/itall.1344964

Abstract

Bilgisayar destekli matematik eğitimi (BDME) günümüz eğitimcilerinin ilgi odağı olmaya devam etmektedir. Bu çalışmanın amacı BDME'de dinamik matematik öğrenme nesneleri (DMÖN) ile öğretimin matematik öğretmen adaylarının motivasyonu ve bilişsel yükü üzerindeki etkisini araştırmaktır. Karma araştırma yöntemlerinden biri olan açıklayıcı desenin kullanıldığı çalışmanın örneklemini 24 matematik öğretmeni adayı oluşturmaktadır. Deney grubu, BDME kapsamında hazırlanan DMÖN ile öğrenme etkinliklerine katılmıştır. Çalışmanın sonuçları, DMÖN kullanılan BDME'nin öğretmen adaylarının motivasyonunu ve bilişsel yükünü önemli ölçüde etkilediğini göstermiştir. Kullanılan görseller ve grafikler öğretmen adayları tarafından ilginç, eğlenceli ve ilgi çekici olarak değerlendirilmiştir. Sonuçlar, matematik öğretmen adaylarının görüşleri ve deneyimleri doğrultusunda elde edilen nitel verilerle birlikte analiz edilmiş ve nicel sonuçların nedenleri açıklanmıştır. DMÖN'leri üniversitelerin farklı bölümlerinde matematik dersi alan yükseköğretim öğrencilerine sunulabilir. Yüzyüze öğretimin yanı sıra mobil cihazlar aracılığıyla DMÖN’'leri ders dışı materyal olarak kullanımının sağlanması faydalı olabilir.

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The Impact of Using Dynamic Mathematics Learning Objects on Pre-Service Mathematics Teachers’ Motivation and Cognitive Load Levels

Year 2023, Volume: 4 Issue: 2, 117 - 147, 31.12.2023
https://doi.org/10.52911/itall.1344964

Abstract

Computer-assisted mathematics education (CAME) continues to be the focus of interest for today's educators. This study aimed to investigate the impact of teaching with dynamic mathematics learning objects (DMLO) in CAME on pre-service mathematics teachers' motivation and cognitive load. The sample of the study, which used an explanatory design, one of the mixed research methods, consisted of 24 pre-service mathematics teachers. The experimental group participated in learning activities with DMLO prepared as part of CAME. The results of the study showed that CAME using DMLO significantly impacted the motivation and cognitive load of pre-service teachers. The visuals and graphics used were evaluated as interesting, fun and engaging by the pre-service teachers. The results were analyzed along with the qualitative data obtained in accordance with the pre-service mathematics teachers' opinions and experiences, and the reasons for the quantitative results were explained. DMLOs can be offered to higher education students taking mathematics courses in different departments of universities. In addition to regular teaching, it may be useful to ensure the use of DMLOs as extracurricular materials through mobile devices.

References

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  • Golezani, A. B., & Gülcü, A. (2021). The effect of dynamic mathematics learning objects on academic achievement, attitudes and class participation of high school students from Turkey and Iran (a quantitative study). Electronic Turkish Studies, 16(2), 651-673. https://dx.doi.org/10.7827/TurkishStudies.49445
  • Gurevich, I., Stein, H., & Gorev, D. (2017). Tracking professional development of novice teachers when integrating technology in teaching mathematics. Computers in the Schools, 34(4), 267-283. https://doi.org/10.1080/07380569.2017.1387470.
  • Gülcü, A. (2004). Mathematica 5: Computer aided mathematics. Asil Broadcast Distribution.
  • Gülcü, A., & Alan, M. A. (2003). Computer basics and Internet guide. Detail Publications.
  • Gülcü, A., Solak, M., Aydın, S., & Koçak, Ö. (2013). Opinions of branch teachers working in primary education towards technology use in education. International Periodical For The Languages, Literature And History of Turkish or Turkic, 8(6), 195-213.
  • Hangül, T., & Üzel, D. (2010). The effect of the computer assisted instruction (CAI) on student attitude in mathematics teaching of primary school 8th class and views of students towards CAI. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 4(2), 154-176.
  • Herawaty, D., Widada, W., Nugroho, K. U. Z., & Anggoro, A. F. D. (2019, April). The improvement of the understanding of mathematical concepts through the implementation of realistic mathematics learning and ethnomathematics. In International Conference on Educational Sciences and Teacher Profession (ICETeP 2018) (pp. 21-25). Atlantis Press. https://doi.org/10.2991/ICETEP-18.2019.6.
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  • Hu, M., Wu, X., Shu, X., Hu, H., Chen, Q., Peng, L., & Feng, H. (2021). Effects of computerised cognitive training on cognitive impairment: A meta-analysis. Journal of Neurology, 268, 1680-1688. https://doi.org/10.1007/s00415-019-09522-7.
  • Hung, H. (2015). Flipping the classroom for english language learners to foster active learning. Computer Assisted Language Learning, 28(1), 81-96. https://doi.org/10.1080/09588221.2014.967701
  • İlic, U., & Akbulut, Y. (2019). Effect of disfluency on learning outcomes, metacognitive judgments and cognitive load in computer assisted learning environments. Computers in Human Behavior, 99, 310-321. https://doi.org/10.1016/j.chb.2019.06.001
  • Jaakma, K., & Kiviluoma, P. (2019). Auto-assessment tools for mechanical computer aided design education. Heliyon, 5(10). https://doi.org/10.1016/j.heliyon.2019.e02622
  • Jackson, E. (2008). Mathematics anxiety in student teachers. Practitioner Research in Higher Education, 2(1), 36-42.
  • Jong, L., Favier, R., Vleuten, C., & Bok, H. (2017). Students’ motivation toward feedback-seeking in the clinical workplace. Medical Teacher, 39(9), 954-958. https://doi.org/10.1080/0142159X.2017.1324948.
  • Keller, J. M. (1983). Motivational design of instruction. Instructional design theories and models: An overview of their current status, 1(1983), 383-434.
  • Khoza, S., & Biyela, A. (2019). Decolonising technological pedagogical content knowledge of first year mathematics students. Education and Information Technologies, 25(4), 2665-2679. https://doi.org/10.1007/s10639-019-10084-4.
  • Kikas, E., Mädamürk, K., & Palu, A. (2020). What role do comprehension‐oriented learning strategies have in solving math calculation and word problems at the end of middle school?. British Journal of Educational Psychology, 90, 105-123. https://doi.org/10.1111/bjep.12308.
  • Kohen, Z., Amram, M., Dagan, M., & Miranda, T. (2022). Self-efficacy and problem-solving skills in mathematics: the effect of instruction-based dynamic versus static visualization. Interactive Learning Environments, 30(4), 759-778. https://doi.org/10.1080/10494820.2019.1683588
  • Kutu, H., & Sözbilir, M. (2011). Adaptation of instructional materials motivation survey to Turkish: A validity and reliability study. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 5(1), 292-312.
  • Leppink, J., & van den Heuvel, A. (2015). The evolution of cognitive load theory and its application to medical education. Perspectives on Medical Education, 4(3), 119-127. https://doi.org/10.1007/s40037-015-0192-x.
  • Liao, Y., & Lin, W. (2016). Effects of matching multiple memory strategies with computer-assisted instruction on students’ statistics learning achievement. Eurasia Journal of Mathematics, Science and Technology Education, 12(12), 2921-2931. https://doi.org/10.12973/EURASIA.2016.02313A.
  • Lin, H. H., Yen, W. C., & Wang, Y. S. (2018). Investigating the effect of learning method and motivation on learning performance in a business simulation system context: An experimental study. Computers & Education, 127, 30-40. https://doi.org/10.1016/j.compedu.2018.08.008.
  • Mcgarr, O., & Johnston, K. (2021). Exploring the evolution of educational technology policy in ireland: from catching-up to pedagogical maturity. Educational Policy, 35(6), 841-865. https://doi.org/10.1177/0895904819843597.
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Details

Primary Language English
Subjects Development of Science, Technology and Engineering Education and Programs
Journal Section Research Articles
Authors

Cihan Orak 0000-0001-8616-9859

Sevda Küçük 0000-0002-2679-5177

Aslan Gülcü 0000-0001-6857-7760

Early Pub Date December 30, 2023
Publication Date December 31, 2023
Submission Date August 17, 2023
Acceptance Date September 25, 2023
Published in Issue Year 2023 Volume: 4 Issue: 2

Cite

APA Orak, C., Küçük, S., & Gülcü, A. (2023). The Impact of Using Dynamic Mathematics Learning Objects on Pre-Service Mathematics Teachers’ Motivation and Cognitive Load Levels. Instructional Technology and Lifelong Learning, 4(2), 117-147. https://doi.org/10.52911/itall.1344964

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