What Mathematics Teachers' Perceptions of The Integration of Educational Drama in Mathematics Instruction: A Mixed-Methods Study

In: Journal of ecohumanism, Band 3, Heft 3, S. 563-578

Abstract

This research aimed to explore mathematics teachers' perspectives on the integration of educational drama in mathematics instruction, specifically focusing on mathematical knowledge, classroom discourse and affective aspects. Using a mixed-methods approach and a sequential explanatory design, the study first employed a quantitative phase, applying a scale to gauge teachers' views on incorporating educational drama into mathematics instruction. The questionnaire covered three key dimensions: the advancement of mathematical knowledge, facilitation of classroom discourse, and emotional elements. The framework was developed based on established theoretical models. Following this, interview protocols were designed, based on the quantitative outcomes, to explore the insights provided in greater depth. The results indicated a predominantly positive reception among mathematics educators for the use of drama in mathematics education, with consistent agreement observed across all aspects of the scale. The mean scores for the development of mathematical knowledge, classroom dialogue and emotional dimensions were notably high, reflecting substantial alignment among the participants. Qualitative analysis of the teacher interviews highlighted the beneficial aspects of employing drama in mathematics education. The teachers noted the role of drama in reinforcing concepts, enhancing specific mathematical skills and positively affecting student engagement. However, concerns were raised regarding the potential for students' focus to be diverted from core mathematical content. In terms of classroom discourse and emotional development, drama was acknowledged for its role in fostering interactive exchanges, refining students' speaking abilities, and nurturing self-confidence and motivation. Nonetheless, there were caveats concerning the suitability of drama for all student cohorts, pointing to the need for tailored approaches.