Examining creative drama based mathematics course with respect to theory of didactical situations in mathematics


TÜRK Y. , Arslan S.

4th World Conference on Educational Sciences (WCES), Barcelona, İspanya, 2 - 05 Şubat 2012, cilt.46, ss.4782-4785 identifier

  • Cilt numarası: 46
  • Doi Numarası: 10.1016/j.sbspro.2012.06.334
  • Basıldığı Şehir: Barcelona
  • Basıldığı Ülke: İspanya
  • Sayfa Sayıları: ss.4782-4785

Özet

The purpose of this study is to analyze mathematics teaching with creative drama, in the light of the theory of didactical situations in mathematics. In the study, 18 4th grade students was offered. In the conclusion of the study, it was found that the preparation-warming up stage of creative drama corresponded with the devolution stage for the didactical situations in accordance with theory of didactical situations in mathematics, whereas the animation stage corresponded with action, formulation, validation, and devolution stages in the theory of didactical situations in mathematics, and finally, the evaluation-discussion stage corresponded with action, formulation, devolution, and institutionalization stages. (C) 2012 Published by Elsevier Ltd. Selection and/or peer review under responsibility of Prof. Dr. Huseyin Uzunboylu