Seçmeli Zekâ Oyunları Dersini Veren Ortaokul Matematik Öğretmenlerinin Zekâ Oyunların İlişkin Görüşleri

Abstract

This research aimed to gather the opinions of mathematics teachers in Konya who teach the elective Mind Games course in secondary schools. The study focused on understanding how mind games are used in mathematics lessons and teachers' views on the applications of mind games integrated with mathematics topics, which were prepared by the researcher. A qualitative research method was employed, utilizing semi-structured interviews. Purposeful sampling was used to select 10 mathematics teachers who taught the Mind Games course. The researcher prepared a semi-structured interview form, which was used to collect data from the teachers regarding their use of mind games in mathematics instruction. Following the interviews, three volunteer teachers implemented the mind games integrated with mathematics achievements in their classrooms. The researcher recorded their observations using a second semi-structured interview form. The data were analyzed using content analysis. The results indicated that most teachers use mind games in mathematics classes as they are seen as enjoyable and educational. Teachers who did not use mind games cited time and material constraints as their main reasons. Additionally, many teachers preferred using strategy games and ready-made materials, believing they supported the development of mathematical process skills. While most teachers related the games they used to mathematics achievements, they did not prepare mind games that were directly integrated with these achievements. The games created by the researcher were considered understandable and applicable, and teachers believed they could contribute positively to both mathematics teaching and student engagement.