Mathematics lessons within a learning environment enriched with teaching materials: A phenomenology study
Küçük Resim Yok
Tarih
2017
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Sakarya University
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
The aim of the present study is to reveal the views of teachers and students regarding the impact of a mathematics course design enriched with teaching materials within the framework of the ADDIE model upon students’ motivation towards the mathematics course. The research design employed in the study is phenomenology, which is one of the qualitative research methods. The participants in the study were selected by means of the criterion sampling method. As a result, the study was conducted with 29 volunteer students in grades 5, 6, 7 and 8 and their teacher at a secondary school in a village within the province of Nigde. The data of the study was collected by semi-structure interviews held with the participants. One of the findings that the present study yielded was the students’ positive views about the use of the material in the mathematics lessons. The teacher who was interviewed in the study stated that since the very beginning of the mathematics lessons, both the concrete materials and the technology-enhanced materials in mathematics teaching had been effective in drawing students’ attention and that implementing games and various other activities were more effective in making learning more permament. In addition, the teacher reported that the use of materials in the mathematics class established a link between the educational objectives and daily life and, thus, prevented the formation of mathematical misconceptions. Thus, the teacher believed that the difficulties experienced in perceiving mathematical concepts could be overcome and eventually increase students’ mathematical success. © The Turkish Online Journal of Educational Technology.
Açıklama
Anahtar Kelimeler
Mathematics, Phenomenology, Student, Teacher, Teaching material
Kaynak
Turkish Online Journal of Educational Technology
WoS Q Değeri
Scopus Q Değeri
N/A
Cilt
2017
Sayı
November Special Issue IETC
