Abstract:

With this research, it is aimed to reveal the reflections of the digital game-based learning environment. The study group of the research consists of 28 mathematics teacher candidates studying at a state university. In the research conducted within the scope of the case study, the data were collected through worksheets used in the process of playing digital games, the opinion form for the games and observations. The research constitutes the 3 week part of the Teaching Mathematics by Game course, which is conducted for 14 weeks, 2 hours theoretical per week. In the designed learning environment, digital games were introduced to pre-service teachers, they were asked to play the games, take notes regarding the game during the game play, and reveal the mathematical results behind the games. After the game activities, teacher candidates were asked to evaluate the games. The data obtained were evaluated qualitatively and the thinking styles of the teacher candidates in the process of playing games and their views on games were presented with direct quotes and screenshots. The findings of the research revealed that the designed learning environment offers prospective teachers unique opportunities to think about mathematically strong contexts and to experience different methods of teaching and learning mathematics. The learning environment provided opportunities for teacher candidates to get to know, play, and understand and evaluate the mathematics behind the games, as well as discuss, think and collaborate in a meaningful context. In the study, it was concluded that educational digital games can become a powerful tool and an effective learning environment for learners, and prospective teachers need a radical approach that makes mathematics teaching interesting.

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