Abstract
<p style="text-align:justify">The purpose of this study is to evaluate the effects of Instructional Technologies and Material Design (ITMD) course on pre-service mathematics teachers’ attitudes, efficacy beliefs about using concrete materials, and their opinions regarding the material preparation process. A total of 73 pre-service teachers were participated in this study. The scale developed by Bakkaloglu was used to determine efficacy beliefs of pre-service teachers about using concrete materials, and the attitudes scale developed by Cetin, Bagceci, Kinay and Simsek was used to determine the attitudes towards ITMD course. A written form was also used to reveal the opinions of pre-service teachers regarding the material preparation process. The qualitative data collected from 16 pre-service teachers was analyzed with the MAXQDA. Using content analysis, codes and themes were created separately by the researchers and analyzed through several iterations. As a result of this study, positive changes were found in the attitudes and efficacy beliefs of pre-service teachers. The results obtained from the opinions of the pre-service teachers support this positive change. In other words, it is possible to argue that the attitudes of pre-service teachers towards the material development process changed positively with the positive change in the efficacy beliefs about preparing materials after taking the ITMD course.</p>
Highlights
Nowadays, the rapid development of digital technology in all areas of life has become an expected situation
Findings on the efficacy beliefs and of pre-service teachers about concrete materials and their attitudes towards Instructional Technologies and Material Design (ITMD) course according to grades
The aim of this study is to evaluate the effects of ITMD course on pre-service teachers
Summary
The rapid development of digital technology in all areas of life has become an expected situation. One of the educational goals is to raise individuals who can think critically, and to educate them as individuals who question, are open to innovations, and can solve problems (National Council of Teachers of Mathematics [NCTM], 2000). For this reason, programs and activities must be planned and applied to develop necessary skills and behaviors of students (Ministry of National Education [MoNE], 2018). It was stated that the use of concrete materials in education makes it easier for students to learn mathematical concepts (Boggan, Harper, & Whitmire, 2010; Carbonneau, Marley, & Selig, 2013), makes conceptual learning possible (Dienes, 1973), ensures opportunities for permanent learning (Cass, Cates, Smith, & Jackson, 2003; Martin & Schwartz, 2005), increases individual critical thinking skills (Apperson, Laws, & Scepansky, 2006), provides opportunities for problem solving (Kelly, 2006), and contributes to the development of positive attitudes towards learning (Aydogdu-Iskenderoglu & Taskin, 2015; Kelly, 2006; Yetkin-Ozdemir, 2008; AydinUnal & Ipek, 2009)
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