A Study on the Effect of Mathematics Teaching Provided Through Drama on the Mathematics Ability of Six-Year-Old Children

Abstract

This study was conducted to examine the effect of mathematics teaching given through the drama method on the mathematical ability of six-year-old children. The research was conducted in Ankara on 105 children from the kindergarten classes of two different primary schools of the Ministry of National Education, which are at middle socioeconomic level. Thirty-five of the 105 children were selected as the experimental group, 35 of them as the control group and finally 35 as the placebo control group. The placebo control group was formed in order to determine the differences resulting from group interaction. Data were collected by means of the "General Information Form" and the "Test of Early Mathematics Ability-3 (TEMA-3)" developed by Ginsburg and Baroody in 1983. Results showed that mathematic teaching based on the drama method has a positive effect on the mathematical ability of six year of children.

Mapping Time, Space and the Body

“…Math and Science Across Cultures (Bazin et al 2002), as well as Math Around the World (Lawrence Hall of Science/UCB 1995) are striking examples of the application of real-world situations to mathematics education for students starting at age 9 all the way up to College. "A Study on the Effect of Mathematics Teaching Provided Through Drama" (Erdogan and Baran 2009), "A Study on the role of Drama in Learning Mathematics" (Masoum et al 2013), and Math for Humans: Teaching Math Through 8 Intelligences (Wahl 1999) are valuable contributions. The value of story-telling has been emphasized throughout the chapters in this book but the use of drama in communicating mathematical concepts and ideas also deserves attention.…”

Evaluation of Professional Development in the Use of Arts-Integrated Activities with Mathematics Content: Findings About Program Implementation

“…Similarly, Catterall and Waldorf (1999) reported that children in Chicago arts-integrated elementary schools perform better on tests than those in control schools. In the field of early childhood education, Erdoğan and Baran (2009) reported that drama-infused mathematics instruction for Turkish six year-olds was associated with their mathematics achievement test scores. Researchers have also found nonacademic effects in studies of arts integration; for example, teachers and classroom observers have reported improvements in students' creative and critical thinking abilities after arts-integrated programming (Curva and Associates, 2005;Randi Korn & Associates, 2005;Randi Korn & Associates, 2010).…”

Teaching undergraduate marketing students using ‘hot seating through puppetry’: an exploratory study

“…Categories of such drama include: (i) context building action -'setting the scene' or adding information to a dramatic context; (ii) narrative action -telling a "story" or "what-happens-next"; (iii) poetic action -creating 4 symbolism; and (iv) reflective action -using "soliloquy" or "inner thinking" within dramatic context (Neelands & Goode, 2005). Educational drama has been widely used successfully in schools, within diverse subject disciplines, including sex education (Lloyd & Lyth, 2003), English as a second language (Demircioğlu, 2010), mathematics (Erdoğan & Baran, 2009) and the nature of science (Boujaoude, Sowwan & Adb-El_Khalick, 2005). However, while educational drama by the teacher or trained actors can generate high levels of interaction and engagement with students (e.g., Boggs, Mickel & Holtom, 2007), some students may be hesitant to actually participate in active role play themselves, due either to personal shyness and/or cultural influences (authors' obs.…”