Abstract:

Origami became an increasingly used instructional tool in mathematics education and its successful use depends on developing effective origami-based mathematics lesson plans. Therefore, this study investigated origami-based mathematics lesson plans developed by preservice teachers who were trained for the effective use of origami in mathematics education in two courses in their teacher education program. Preservice teachers in one of these courses received origami-based mathematics education training for four weeks whereas preservice teachers in the other course received training for twelve weeks. Descriptive analyses revealed that preservice teachers were able to develop effective origami-based lesson plans after receiving training in these courses. Furthermore, it was revealed that they preferred to develop lesson plans mostly in the geometry and measurement content area. In order to test whether the effectiveness of lesson plans differs based on the training length of preservice teachers, one-way ANCOVA was performed. Analysis results indicated that preservice teachers who received longer training developed significantly more effective origami-based mathematics lesson plans. All the findings were discussed and some implications based on these findings were explained.

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