NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1165345
Record Type: Journal
Publication Date: 2017-Sep
Pages: 10
Abstractor: As Provided
ISSN: ISSN-1307-9298
Evaluation of Mathematical Game Design Skills of Pre-Service Classroom Teachers
Pilten, Pusat; Pilten, Gülhiz; Divrik, Ramazan; Divrik, Fatma
International Electronic Journal of Elementary Education, v10 n2 p255-264 Sep 2017
The purpose of the research is to evaluate the games prepared by pre-service classroom teachers within the scope of "Mathematics Teaching 1" and "Mathematics Teaching 2" courses, which are included in the undergraduate classroom teaching programs in Turkey, and to make predictions on the game design skills of pre-service teachers through them. The study has been conducted as a case study which is one of the qualitative research designs. The sampling group has been composed of 108 mathematical games designed by 386 undergraduate students, who were third year students at Necmettin Erbakan University, department of classroom teaching in 2015-2016 academic year, fall and spring semesters. Data collected through interviews and observations have been analysed with the help of descriptive analysis method. Results indicate that pre-service teachers failed at designing games that are satisfactory in terms of "Game Rules", "Goals and objectives", "Outcomes and feedback" and "Interaction". This can be taken as one of the main indicators of general failure in game designs. According to the other findings, game designs developed by pre-service teachers were partially or completely satisfactory in terms of "Conflict (Competition, challenge, and opposition)" and "Story".
International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey
Grant or Contract Numbers: N/A