Preservice Mathematics Teachers’ Perceptions of Drama Based Instruction
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Gazi University
Publication date: 2016-07-02
Corresponding author
Neslihan Bulut   

Gazi University, Gazi University Faculty of Education Bosna-427, 06500 Ankara, Turkey
EURASIA J. Math., Sci Tech. Ed 2016;12(8):1997-2011
The purpose of this study was to determine the perceptions of preservice mathematics teachers related to drama-based instruction. For this purpose effects of a drama-based mathematics course on senior class pre-service mathematics teachers’ knowledge about drama-based instruction and teacher candidates’ competencies for developing and implementing drama-based lesson plans were investigated.

Material and methods:
Participants of the study were 21 senior class pre-service mathematics teachers of a public university. Data were collected through an open-ended test, lesson plans and self-assessment reports.

After the implementation of 11 weeks of drama-based activities with teacher candidates, preservice mathematics teachers succeeded to develop unique lesson plans and implement them with pupils.

Lesson plans and self-assessment reports of teacher candidates were analyzed according to the content analysis. Findings were discussed according to the emergent categories.

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