Matematik Tarihinin Öğretimi İçin Alternatif Bir Öğretim Yöntemi: Yaratıcı Drama

The study was aimed to investigate the influences of pre-service teachers' learnings, thoughts and feelings, and opinions about the approach during the course period by using creative drama as a teaching method. The research group included 22 pre-service teachers who were studying at second class of a state university’s elementary mathematics teacher department. The history of mathematics course activities which were prepared with using creative drama method were implemented in two hours per week for 10 weeks. Qualitative and quantitative approaches were used for collecting data. The constructivist learning environments assessment scale, general assessment form that evaluates the learners feelings, thoughts and gains about course, reflective diaries, video camera records that were recorded during the courses and interviews at the end of the courses have been investigated as data collected instruments. According to the survey; pre-service teachers found creative drama which is teachers faced new method that effective in teaching mathematics and its history. Pre-service teachers indicated that they wanted to use creative drama in their professional working life because of reasons and benefits such as provide attention and motivation for course, learning retention, recovery the course from boredom. Another important result obtained from findings is pre-service teachers’ thinking about course; they don’t define the course such as “very bad, don’t understand” and all pre-service teachers marked “learned” on the general assessment form by supporting positive comments