VIEWS OF THE PRE-SERVICE ELEMENTARY MATHEMATICS TEACHERS ABOUT MEMORY GAMES AND CONTRIBUTION OF MEMORY GAMES TO MATHEMATICS TEACHING

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This article examines the views of the preservice elementary mathematics teachers of memory games, a type of mind games, and the contribution of memory games to the mathematics teaching. For this purpose, in the 2017-2018 school year, total 39 preservice teachers who were attending the Elementary Mathematics Education Program at a state university in Ankara were consulted. Views of elementary mathematics teacher candidates about memory games were collected by a measuring tool developed by researchers. As a result, it was seen that the teacher candidates find the memory games moderately difficult. Teacher candidates expressed their criteria for difficulties as the number and variety of things to be remembered, the ability to create a suitable pattern or strategy for the game, whether or not to manipulate the shape, object or numbers to be remembered, and individual beliefs. Teacher candidates have also stressed that they can use many mathematical ideas in the memory games at the same time, and that more than one mathematical skill can be developed in a single game.

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Game , mind games , memory games , mathematics teaching , mathematical skills

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi