|
Makale Özeti:
|
Although the use of physical manipulatives, which have been emphasized to use in
preschool education program and primary and secondary mathematics curriculum, in
classroom environments is old, it is very new to use virtual manipulatives in classroom
environments. The selection, preparation, and the integration to learning environments
of both types of manipulatives are the most basic duties of teachers. However, the
experiences, of using the physical and virtual manipulatives in course environments, of
teachers and pre-service teachers are influenced by beliefs about the nature, teaching
and learning of mathematics. The aim of this study is to determine and compare the
beliefs of teachers and pre-service teachers in different branches for the use of virtual
and physical manipulatives in mathematics education. For this purpose, 148 teachers,
in the provinces of Trabzon, Kars and Gümüşhane, and 228 pre-service teachers, in the
Education Faculties of Karadeniz Technical University and Kafkas University, have been
applied two types of scales and interviews have been conducted with 40 teachers and
pre-service teachers selected from that sample. Frequencies, percentages and
arithmetic averages have been used to analyze the data. As a result, the majority of
teachers and pre-service teachers have been identified to carry positive beliefs for the
use of virtual and physical manipulatives in mathematics education and they have
expressed that they desire to use both types of manipulatives more in the future.
|