Examining the Impact of Integrating Mathematics Interpretation Artworks through Creative Drama on the Mathematical Literacy Self-Efficacy and Mathematical Attitudes of Prospective Teachers across Various Disciplines
DOI:
https://doi.org/10.63556/ankad.v9i3.274Keywords:
Mathematical self-efficacy, attitude towards mathematics, art, creative drama, teacher candidatesAbstract
In this study, the objective is to examine the mathematical literacy self-efficacy and attitudes towards mathematics among pre-service teachers from various disciplines, considering the influence of art as a pedagogical tool in mathematics instruction and the role of creative drama in mathematics education. The study acknowledges the significance of artworks as educational tools and as a discipline in fostering cognitive, emotional, and psychomotor development. A mixed-methods research design was employed, specifically an exploratory sequential design, wherein quantitative data were initially collected, followed by qualitative data, with the quantitative findings being elaborated upon in detail. The participants comprised 30 pre-service teachers enrolled in different disciplines within the faculty of education at a university in the Mediterranean Region of Türkiye. Quantitative data were gathered using the "Mathematical Literacy Self-Efficacy Scale" and the "Attitude Towards Mathematics Scale," while qualitative data were obtained through semi-structured forms, workshop evaluation forms, and interview forms developed by the researcher. Over a 14-week period, creative drama was utilized as a method, and artworks were employed as tools in the implementation with the participants. The analysis of the quantitative data, which followed a normal distribution, was conducted using the dependent groups t-test, while content analysis and descriptive analysis were applied to the qualitative data. The findings indicated that the interpretation of mathematics in artworks through creative drama positively influenced the mathematical literacy self-efficacy and attitudes towards mathematics of pre-service teachers from different disciplines. It was concluded that the qualitative data elucidating the quantitative data encompassed common themes and sub-themes for each discipline, although they varied across disciplines, and included distinct indicators for each discipline. Based on the study's results, it is recommended that the educational processes for pre-service teachers be structured using diverse methods and artworks.
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