AFFECTIVE LEARNING WITH CREATIVE DRAMA? TRANSFORMATION GEOMETRY AND TEACHERS’ CANDIDATES’ LEARNING

Authors

  • Gözdegül Arık-Karamık Akdeniz University, Department of Mathematics Education Turkey orcid.org/0000-0002-9478-6264
  • Murtaza Aykaç Niğde Ömer Halis Demir University, Department of Early Childhood Education Turkey orcid.org/0000-0001-7204-0835

DOI:

https://doi.org/10.46827/ejes.v9i8.4415

Keywords:

transformation geometry, creative drama, M.C. Escher

Abstract

Art is a special tool for mathematics education. Many artists have used mathematics and geometry in their artworks. This study aims to examine M.C. Escher's drawings with creative drama in the light of transformation geometry. In this study, the explanatory sequential was chosen from the mixed-method designs. Quantitative data of the study were collected with the Geometry Attitude Scale (GAS). Qualitative data were collected with the Workshop Evaluation Form, the Academic Achievement Measurement Form (AAMF), and semistructured interviews. The study group consisted of 21 volunteer participants. The data obtained from GAS were analyzed with SPSS and qualitative data were analyzed using descriptive and content analysis. Participants' GAS scores differed significantly after the implementation. Regarding both quantitative and qualitative analysis obtained from this study, which consisted of 8 workshops in total, an increase was observed in participants' attitudes towards geometry after participating in the workshop.

 

Article visualizations:

Hit counter

Author Biographies

  • Gözdegül Arık-Karamık, Akdeniz University, Department of Mathematics Education Turkey orcid.org/0000-0002-9478-6264

    Gözdegül Arik Karamik is an Assistant Professor at the Department of Mathematics and Science Education at Akdeniz University, Turkey. She became a Creative Drama Leader in 2017 after completing the 320-hour program and a drama project. She researches and authored research articles published in international journals and book chapters about different approaches and applications in mathematics teaching, number sense, transformation geometry, algebra and creative drama.

  • Murtaza Aykaç, Niğde Ömer Halis Demir University, Department of Early Childhood Education Turkey orcid.org/0000-0001-7204-0835

    Murtaza Aykaç is an Associate Professor at the Early Childhood Education Department at Niğde Ömer Halis Demir University, Turkey. He became Creative Drama Leader in 2007 after completing the 320-hour program and a drama project too. He researches and authored research articles published in international journals and book chapters about lifelong learning, creative drama and social sciences.

References

Adıgüzel, Ö. (2019). Eğitimde Yaratıcı Drama (4th Edition). Yapı Kredi Yayınları. Ankara.

Al-deeb, M., & Aladini, A. (2021). CLIL and drama on conceptual knowledge and logical thinking in mathematics. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(13), 6897-6910. https://www.turcomat.org/index.php/turkbilmat/article/view/10078

Bennett, K. (2019). Mathematical concepts within the artwork of LeWitt and Escher. [Unpublished Doctoral dissertation, The Faculty of Alfred University]. New York. https://aura.alfred.edu/handle/10829/23396

Bindak, R. (2004). Geometri tutum ölçeği güvenirlik geçerlik çalışması ve bir uygulama. [Unpublished doctoral dissertation, University of Dicle] https://tez.yok.gov.tr/UlusalTezMerkezi/

Bool, F. (1982). MC Escher, His Life and Complete Graphic Work: With A Fully Illustrated Catalogue. Abradale Press/Harry N. Abrams.

Cresswell, J. W., & Plano Clark, V. L. (2011). Designing and Conducting Mixed Method Research; 2nd Sage: Thousand Oaks.

Creswell, J. W. (2014). A concise introduction to mixed methods research. SAGE publications.

Dejarnette, N. K. (2018). Implementing STEAM in the early childhood classroom. European Journal of STEM Education, 3(3), 18. https://doi.org/10.20897/ejsteme/3878

Duatepe, A. (2004). The effects of drama-based instruction on seventh grade students' geometry achievement, van Hiele geometric thinking levels, attitude toward mathematics and geometry. [Unpublished doctoral dissertation, METU] Ankara, Turkey. https://tez.yok.gov.tr/UlusalTezMerkezi/

Duatepe-Paksu, A., & Ubuz, B. (2009). Effects of drama-based geometry instruction on student achievement, attitudes, and thinking levels. The Journal of Educational Research, 102(4), 272-286. https://doi.org/10.3200/JOER.102.4.272-286

Ffolkes-Bryant, B. (2008). Investigating the effect on student attitudes, motivation and self-esteem in performing arts elementary schools incorporating arts integration. [Unpublished doctoral dissertation, St. John's University School of Education and Human Services]. New York. https://www.proquest.com/docview/304817308?pq-origsite=gscholar&fromopenview=true

Fleming, M.; Merrel, C. and Tymms, P. (2010). The impact of drama on pupils' language, mathematics, and attitude in two primary schools. Research in Drama Education: The Journal of Applied Theatre and Performance.9(2) https://doi.org/10.1080/1356978042000255067

Forseth, S. D. (1980). Art activities, attitudes, and achievement in elementary mathematics. Studies in Art Education, 21(2), 22-27. https://www.jstor.org/stable/pdf/1320145.pdf

Gadanidis, G., Hughes, J., & Cordy, M. (2011). Mathematics for gifted students in an arts-and technology-rich setting. Journal for the Education of the Gifted, 34(3), 397-433. https://doi.org/10.1177/016235321103400303

Glass, D., & Wilson, C. (2016). The art and science of looking: Collaboratively learning our way to improved STEAM integration. Art Education, 69(6), 8-14. https://doi.org/10.1080/00043125.2016.1224822

Hardy, G. H. (2005). Bir matematikçinin savunması (22. Basım). (N. Arık, Trans.). Tübitak Yayınları, Ankara. (1940).

Healy, K. G. (2004). The effects of integrating visual art on middle school students' attitude toward mathematics [Unpublished master dissertation, University of Alaska Anchorage]. USA. https://www.proquest.com/docview/305051220?pq-origsite=gscholar&fromopenview=true

Hollebrands, K. F. (2003). High school students’ understandings of geometric transformations in the context of a technological environment. The Journal of Mathematical Behavior, 22(1), 55-72. https://doi.org/10.1016/S0732-3123(03)00004-X

Huberman, M., & Miles, M. B. (2002). The qualitative researcher's companion. Sage.

İnce, H. (2012). Kırsal bölgelerde ve şehir merkezindeki öğrencilerin dönüşüm geometrisi anlama düzeylerinin ve uzamsal görselleştirme yeteneklerinin incelenmesi [Unpublished master dissertation, Eskişehir Osmangazi Üniversitesi]. Eskişehir.

Jeong, K. C. (2010). Art education through artwork: focusing on the mathematical principle. The Journal of the Korea Contents Association, 10(4), 447-457. https://doi.org/10.5392/JKCA.2010.10.4.447

Johnson, S. G., & Steinerberger, S. (2019). Intuitions about mathematical beauty: A case study in the aesthetic experience of ideas. Cognition, 189, 242-259. https://doi.org/10.1016/j.cognition.2019.04.008

Kappraff, J. (1991). Conecttons: The geometric bridge between art and sciences, Mc GrawHill Pub.

Karapınarlı, R. (2007). İlköğretim 7. sınıf matematik dersinde yaratıcı drama yönteminin öğrencilerin başarı ve kalıcılık düzeyine etkisi [Master’s thesis, Muğla University]. https://tez.yok.gov.tr/UlusalTezMerkezi/

Kariuki, P. N., & Humphrey, S. G. (2006, November, 8-10). The Effects of Drama on the Performance of At-Risk Elementary Math Students [Oral presentation] Annual Meeting of the Mid-South Educational Research Association. Birmingham, AL.

Kattou, M., Kontoyianni, K., Pitta-Pantazi, D., & Christou, C. (2013). Connecting mathematical creativity to mathematical ability. ZDM, 45(2), 167-181. https://doi.org/10.1007/s11858-012-0467-1

Knuchel, C. (2004). Teaching symmetry in the elementary curriculum. The Mathematics Enthusiast, 1(1), 3-8. https://files.eric.ed.gov/fulltext/ED493996.pdf

Kotarinou, P., & Ch, S. (2008, November). Role–playing in Mathematics instruction [Oral presentation] International congress of Drama/Theatre in Education, Ankara. Turkey

Kotarinou, P., & Stathopoulou, C. (2012, February, 6-10). The History of 5th postulate: linking mathematics with other disciplines through Drama techniques [Oral presentation] CERME 8. Antalya, Turkey

Kovács, Z., Lichtenegger, B., Recio, T., Richard, P. R., & Vélez, M. P. (2020, September). Exploring artwork through Delaunay triangulations. In Proceedings of the 2019 MACAS (Mathematics and its Connections to the Arts and Sciences) Symposium (pp.63- 69), Montreal, Quebec.

Leikin, R., & Pitta-Pantazi, D. (2013). Creativity and mathematics education: The state of the art. Zdm, 45(2), 159-166. https://doi.org/10.1007/s11858-012-0459-1

Lesh, R. (1976). Transformation geometry in elementary school: some research issues. Martin (1976a), 185-243. https://files.eric.ed.gov/fulltext/ED132033.pdf#page=191

Liao, C. (2016). From interdisciplinary to transdisciplinary: An arts-integrated approach to STEAM education. Art Education, 69(6), 44-49. https://doi.org/10.1080/00043125.2016.1224873

Ministry of National Education (MoNE, 2018a). 1-8. Sınıf Güzel Sanatlar Dersi Öğretim Programı, Ankara. http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=358

Ministry of National Education (MoNE, 2018b). 1-8. Sınıf Ortaokul Matematik Öğretimi Programı, Ankara. http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=329

National Council of Teachers of Mathematics. (2000). Principles and Standards for School Mathematics. Reston, VA: National Council of Teachers of Mathematics.

Omniewski, R. A. (1999). The effects of an arts infusion approach on the mathematics achievement of second-grade students. [Unpublished Doctoral dissertation, College of Fine and Professional Arts]. Kent State University. https://www.proquest.com/docview/304530991?pq-origsite=gscholar&fromopenview=true

Pitta-Pantazi, D., Kattou, M., & Christou, C. (2018). Mathematical creativity: Product, person, process and press. In Mathematical Creativity and Mathematical Giftedness (pp. 27-53). Springer, Cham.

Strauss, A., & Corbin, J. (1990). Basics of qualitative research. Sage publications.

Uygun, T., & Güner, P. (2021). Van hiele levels of geometric thinking and constructivist-based teaching practices. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 17(1), 22-40. https://doi.org/10.17860/mersinefd.684571

Ünlü, M., Avcu, S., & Avcu, R. (2010). The relationship between geometry attitudes and self-efficacy beliefs towards geometry. Procedia-Social and Behavioral Sciences, 9, 1325-1329. https://doi.org/10.1016/j.sbspro.2010.12.328

Üstündağ, T. (2006). Yaratıcı drama eğitim programının öğeleri. Adıgüzel, Ö (Ed.), Yaratıcı Drama 1985–1998 Yazılar. Ankara: Naturel Kitap Yayıncılık.

Yeral, Ö. (2006). Hasan Ali Toptaş’ın gölgesizler romanı ve olanaksızlık. [Unpublished Master's thesis, Social Sciences Institute]. Yeditepe University. İstanbul. https://tez.yok.gov.tr/UlusalTezMerkezi/

Yıldırım, A. & Şimşek, H. (2013). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. (9. Baskı). SeçkinYayıncılık. Ankara.

Zembat, İ. Ö. (2007). Yansıma dönüşümü, doğrudan öğretim ve yapılandırmacılığın temel bileşenleri. Gazi University Journal of Gazi Educational Faculty (GUJGEF), (1). https://dergipark.org.tr/en/download/article-file/77182

Zembat, İ. Ö. (2013a). Geometrik dönüşümlerden öteleme ve farklı anlamları. In Bingölbali E., Zembat İ. Ö., Özmantar M.F., Şandır H., & Delice A., (Eds), Tanımları ve Matematiksel Gelişimleriyle Matematiksel Kavramlar (pp.629-644). Pegem, Ankara.

Zembat, İ.Ö. (2013b). Geometrik dönüşümlerden dönme özellikleri. In Zembat İ. Ö., Özmantar M. F., Bingölbali E., Şandır H., & Delice A., (Eds), Tanımları ve Matematiksel Gelişimleriyle Matematiksel Kavramlar (pp.645-658). Pegem, Ankara.Pegem, Ankara.

Downloads

Published

2022-08-18

Issue

Vol. 9 No. 8 (2022)

Section

Articles

License

Authors who publish with this journal agree to the following terms:

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).