Prospective Mathematics Teachers' Views about Using Flash Animations in Mathematics Lessons
The purpose of the study is to determine secondary prospective mathematics teachers- views related to using flash animations in mathematics lessons and to reveal how the sample presentations towards different mathematical concepts altered their views. This is a case study involving three secondary prospective mathematics teachers from a state university in Turkey. The data gathered from two semi-structural interviews. Findings revealed that these animations help understand mathematics meaningfully, relate mathematics and real world, visualization, and comprehend the importance of mathematics. The analysis of the data indicated that the sample presentations enhanced participants- views about using flash animations in mathematics lessons.
[1] J. M. Mills, "A theoretical framework for teaching statistics,"
Teaching Statistics, vol. 25, no.2, pp. 56-58, March 2003.
[2] S. Durmus, "Constructivist approaches to mathematics education,"
Journal of Educational Sciences: Theory & Practice, vol. 1, no. 1, pp.
91-107, Jun. 2001.
[3] E. Bukova Guzel, and H. Alkan, "Sampling of constructivist learning
with learning activities developed in mathematics teaching,"
presented at the 6th National Science and Mathematics Education
Conference, Istanbul, September, 9-11, 2004.
[4] Mcdonalds, . (2005, Dec. 03). Using multiple intelligence activities
to introduce limits (Online). Available:
http://www.math.montana.edu/mathed/distance/capstone/mcdonald/
index.html.
[5] E. Bukova, "The development of new curriculum to overcome
students- difficulties in perceiving the concept of limit and
constructing the relationship between the concept of limit and the
other mathematical concepts," doctoral thesis, Dept. Math. Edu.,
Dokuz Eylul Univ., Izmir, Turkey, 2006.
[6] G. Kersaint, "Toward technology integration in mathematics
education: A technology-integration course planning assignment,"
Contemporary Issues in Technology and Teacher Education, vol. 7,
no. 4, 2007.
[7] M. J. Taylor, D. C. Pountney, and M. Baskett, "Using animation to
support the teaching of computer game development techniques,"
Computer & Education. vol. 50, no. 4, pp. 1258-1268, May 2008.
[8] T. Kurz, J. A. Middleton, and H. B. Yanik, "Preservice teachers-
conceptions of mathematics-based software," presented at the
International Group for the Psychology of Mathematics Education
Conference PME-28, Bergin, Norway, July, 14-18, 2004.
[9] M. Niess, (2006, Jan. 08). Preparing teachers to teach mathematics
with technology (Online). Available:
http://site.aace.org/pubs/foresite/MathematicsEd.pdf.
[10] K. B. Smith, and P. G. Shotsberger, (2006, Oct. 27). Web-based
teacher education: Improving communication and professional
knowledge in preservice and inservice teacher training (Online).
Available:
http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_
01/0000019b/80/19/7c/a1.pdf
[11] R. D. Carlson, and J. S. Gooden, "Mentoring pre-service teachers for
technology skills acquisition," presented at the Society for
Information Technology & Teacher Education International
Conference, San Antonio, Feb. 28-March 4, 1999.
[12] C. Ayas, "An examination of the relationship between the integration
of technology into social studies and constructivist pedagogies," The
Turkish Online Journal of Educational Technology, vol. 5, no. 1, pp.
14-25, Jan. 2006.
[13] P. Mayring, (2006, Oct. 12). Qualitative Content Analysis (Online).
Available: http://nbnresolving.de/urn:nbn:de:0114-fqs0002204.
[14] P. Mishra, and M. J. Koehler, "Technological Pedagogical Content
Knowledge: A new framework for teacher knowledge," Teachers
College Record, vol. 108, no. 6, pp.1017-1054, 2006.
[15] M. E. Pesonen, (2003, Dec. 25). Experiments on using interactive
web-based mathematics problem sets based on dynamic geometry
applets (Online). Available:
http://www.joensuu.fi/mathematics/MathDistEdu/Sortavala2003/Artic
lePesonen6thConferenceFinal.pdf
[16] The National Council of Teachers of Mathematics. Available:
http://www.nctm.org/
[1] J. M. Mills, "A theoretical framework for teaching statistics,"
Teaching Statistics, vol. 25, no.2, pp. 56-58, March 2003.
[2] S. Durmus, "Constructivist approaches to mathematics education,"
Journal of Educational Sciences: Theory & Practice, vol. 1, no. 1, pp.
91-107, Jun. 2001.
[3] E. Bukova Guzel, and H. Alkan, "Sampling of constructivist learning
with learning activities developed in mathematics teaching,"
presented at the 6th National Science and Mathematics Education
Conference, Istanbul, September, 9-11, 2004.
[4] Mcdonalds, . (2005, Dec. 03). Using multiple intelligence activities
to introduce limits (Online). Available:
http://www.math.montana.edu/mathed/distance/capstone/mcdonald/
index.html.
[5] E. Bukova, "The development of new curriculum to overcome
students- difficulties in perceiving the concept of limit and
constructing the relationship between the concept of limit and the
other mathematical concepts," doctoral thesis, Dept. Math. Edu.,
Dokuz Eylul Univ., Izmir, Turkey, 2006.
[6] G. Kersaint, "Toward technology integration in mathematics
education: A technology-integration course planning assignment,"
Contemporary Issues in Technology and Teacher Education, vol. 7,
no. 4, 2007.
[7] M. J. Taylor, D. C. Pountney, and M. Baskett, "Using animation to
support the teaching of computer game development techniques,"
Computer & Education. vol. 50, no. 4, pp. 1258-1268, May 2008.
[8] T. Kurz, J. A. Middleton, and H. B. Yanik, "Preservice teachers-
conceptions of mathematics-based software," presented at the
International Group for the Psychology of Mathematics Education
Conference PME-28, Bergin, Norway, July, 14-18, 2004.
[9] M. Niess, (2006, Jan. 08). Preparing teachers to teach mathematics
with technology (Online). Available:
http://site.aace.org/pubs/foresite/MathematicsEd.pdf.
[10] K. B. Smith, and P. G. Shotsberger, (2006, Oct. 27). Web-based
teacher education: Improving communication and professional
knowledge in preservice and inservice teacher training (Online).
Available:
http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_
01/0000019b/80/19/7c/a1.pdf
[11] R. D. Carlson, and J. S. Gooden, "Mentoring pre-service teachers for
technology skills acquisition," presented at the Society for
Information Technology & Teacher Education International
Conference, San Antonio, Feb. 28-March 4, 1999.
[12] C. Ayas, "An examination of the relationship between the integration
of technology into social studies and constructivist pedagogies," The
Turkish Online Journal of Educational Technology, vol. 5, no. 1, pp.
14-25, Jan. 2006.
[13] P. Mayring, (2006, Oct. 12). Qualitative Content Analysis (Online).
Available: http://nbnresolving.de/urn:nbn:de:0114-fqs0002204.
[14] P. Mishra, and M. J. Koehler, "Technological Pedagogical Content
Knowledge: A new framework for teacher knowledge," Teachers
College Record, vol. 108, no. 6, pp.1017-1054, 2006.
[15] M. E. Pesonen, (2003, Dec. 25). Experiments on using interactive
web-based mathematics problem sets based on dynamic geometry
applets (Online). Available:
http://www.joensuu.fi/mathematics/MathDistEdu/Sortavala2003/Artic
lePesonen6thConferenceFinal.pdf
[16] The National Council of Teachers of Mathematics. Available:
http://www.nctm.org/
@article{"International Journal of Business, Human and Social Sciences:64837", author = "Esra Bukova-Güzel and Berna Cantürk-Günhan", title = "Prospective Mathematics Teachers' Views about Using Flash Animations in Mathematics Lessons", abstract = "The purpose of the study is to determine secondary prospective mathematics teachers- views related to using flash animations in mathematics lessons and to reveal how the sample presentations towards different mathematical concepts altered their views. This is a case study involving three secondary prospective mathematics teachers from a state university in Turkey. The data gathered from two semi-structural interviews. Findings revealed that these animations help understand mathematics meaningfully, relate mathematics and real world, visualization, and comprehend the importance of mathematics. The analysis of the data indicated that the sample presentations enhanced participants- views about using flash animations in mathematics lessons.
", keywords = "Instructional technology, animations, prospective mathematics teachers.", volume = "4", number = "3", pages = "325-6", }
