ORTAOKUL MATEMATİK ÖĞRETMENLERİNİN ZEKA OYUNLARI MESLEKİ GELİŞİM PROGRAMI HAKKINDAKİ GÖRÜŞLERİ ve GELİŞTİRDİĞİ ETKİNLİKLERİN İNCELENMESİ
Özet
The first aim of the study is to examine the opinions of teachers about the professional
development program of mind games. The second aim is to develop a mathematics lesson
plan enriched with mind games and to examine these plans at the end of the education of
primary school mathematics teachers who are included in the professional development
program of mind games. A case study, which is a qualitative research design, was used in
the research. The participants of the study are four primary school mathematics teachers
working in public schools in the 2021-2022 academic year. Purposive sampling method was
used to determine the participants. During the research process, an mind games
professional development program was organized for teachers, and at the end of the
program, each teacher developed a mathematics lesson plan enriched with mind games.
The data of the research were obtained through semi-structured interview forms, mind
games evaluation form, lesson plans evaluation form, document review, audio recording
and observation. It was analyzed in depth using the descriptive analysis method.
As a result of the research, primary school mathematics teachers evaluated the professional
development program of mind games positively, stated that the education provided was
sufficient and there were positive changes in mathematics teaching knowledge. At the end
of the mind games professional development program, it was concluded that the teachers
were capable of designing a mathematics lesson plan including activities enriched with mind
games, they could establish a relationship between the achievement of mathematics
lessons and mind games, and they could adapt the mind game they chose in accordance
with the educational environment and materials. In addition, with this study, sample
mathematics lesson plans containing mind game activities suitable for the secondary school
mathematics curriculum were presented to the teachers. Various suggestions were made
to teachers, researchers and curriculum developers regarding the professional
development studies of mind games. The first aim of the study is to examine the opinions of teachers about the professional
development program of mind games. The second aim is to develop a mathematics lesson
plan enriched with mind games and to examine these plans at the end of the education of
primary school mathematics teachers who are included in the professional development
program of mind games. A case study, which is a qualitative research design, was used in
the research. The participants of the study are four primary school mathematics teachers
working in public schools in the 2021-2022 academic year. Purposive sampling method was
used to determine the participants. During the research process, an mind games
professional development program was organized for teachers, and at the end of the
program, each teacher developed a mathematics lesson plan enriched with mind games.
The data of the research were obtained through semi-structured interview forms, mind
games evaluation form, lesson plans evaluation form, document review, audio recording
and observation. It was analyzed in depth using the descriptive analysis method.
As a result of the research, primary school mathematics teachers evaluated the professional
development program of mind games positively, stated that the education provided was
sufficient and there were positive changes in mathematics teaching knowledge. At the end
of the mind games professional development program, it was concluded that the teachers
were capable of designing a mathematics lesson plan including activities enriched with mind
games, they could establish a relationship between the achievement of mathematics
lessons and mind games, and they could adapt the mind game they chose in accordance
with the educational environment and materials. In addition, with this study, sample
mathematics lesson plans containing mind game activities suitable for the secondary school
mathematics curriculum were presented to the teachers. Various suggestions were made
to teachers, researchers and curriculum developers regarding the professional
development studies of mind games.
