Fractions Teaching for 6th Graders through Creative Drama Method

Abstract

The purpose of this study is to determine the impact of using creative drama method to teach fractions for secondary school-6th-grade students on the attitude and process. The study group consists of 16 (8 females, 8 males) 6th grade-students. In the scope of the study, One Group Pretest-Posttest Model was used as a pretest model. In the study, “Attitudes Towards Mathematics Scale” (Aşkar, 1986) and “Leader Evaluation Form” which that was developed by the researchers was used as data collection tools. Workshops towards teaching fractions by using creative drama method were carried out in the eight-week period and 23 lecture-hour (6 workshops). According to the findings, it can be said that the creative drama implementations have had a positive impact on the attitude scores of the students. The results of “Leader Evaluation Form” was determined that the participants took an active role in the process. The participants contributed more efficiently in the process each week. In the improvisation stage, the encounter of participants with examples from the daily life drew the attention. In this way, it was seen that their creativity came forward during their participation in the process and it was observed that participation in the actives that have a mathematics-based content was increased. In the evaluations of the process, participants had correct answers to the activity papers from the mathematical perspective.