The purpose of this study was to explore the lived experiences of prospective middle school mathematics teachers in an elective origami course. In this course, the participants gained some experience with origami by designing and implementing activities and taking part in other participants’ activities. The participants were 19 senior prospective middle school mathematics teachers enrolled in a teacher education program at a public university in the spring semester of 2017–2018 academic year. The data of this study were collected by participant observations and semi-structured interviews. Inductive qualitative analysis, one form of content analysis, was used to analyze the data of the study. The two authors open coded the data by using the constant comparison technique. Categories and themes emerged from common codes. Finally, the two authors checked their independent codings and reached a consensus on them after a number of sessions. The analysis of data showed that the prospective teachers had the following four categories of experiences in the elective origami course: experiences about the role of origami in students’ personal (cognitive, affective and psychomotor) development, experiences about the role of origami in the teaching of mathematics, experiences about the limitations of origami in mathematics teaching and experiences about the issues that must be considered when using origami in mathematics lessons. Suggestions for future research were made based on the findings of the study.
The purpose of this study was to explore the lived experiences of prospective middle school mathematics teachers in an elective origami course. In this course, the participants gained some experience with origami by designing and implementing activities and taking part in other participants' activities. The participants were 19 senior prospective middle school mathematics teachers enrolled in a teacher education program at a public university in the spring semester of 2017-2018 academic year. The data of this study were collected by participant observations and semi-structured interviews. Inductive qualitative analysis, one form of content analysis, was used to analyze the data of the study. The two authors opened the data by using the constant comparison technique. Categories and themes emerged from common codes. Finally, the two authors checked their independent codings and reached a consensus on them after a number of sessions. The analysis of data showed that the prospective teachers had the following four categories of experiences in the elective origami course: experiences about the role of origami in students' personal (cognitive, affective and psychomotor) development, experiences about the role of origami in the teaching of mathematics, experiences about the limitations of origami in mathematics teaching and experiences about the issues that must be considered when using origami in mathematics lessons. Suggestions for future research were made based on the findings of the study.
Alan : Eğitim Bilimleri
Dergi Türü : Uluslararası
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