A Teaching Experiment with Prospective Teachers: Investigating the Impact of Origami-Based Experiences from a Mathematics Education Perspective

Abstract

Mathematics holds a significant place in every stage of lifeand teaching this discipline correctly and meaningfully is of paramount importance. In this regardmathematics educators are constantly striving to develop new methods and techniques to make mathematics teaching more effective. One of these techniques is origamiwhich has deep roots in history and offers a different perspective to the educational process. In this contextthe aim of this study is to examine the impact of origami experiences on mathematics education from the pre-service teachersbased on their views and experiences. This study utilized a phenomenological research designa qualitative research approach. The study group consisted of 74 fourth-year prospective teachers studying at a state university. Data regarding prospective teachers' experiences with origami activities were collected through interviews and observations; the obtained data were subjected to descriptive content analysis. The findings of the study were presented and the conclusions were interpreted. Accordinglypositive developments were observed in cognitive areas such as associationconcretizationlong-term attentionand creativitywhich form the basis of mathematical thinkingin the participants who experienced the activity. Furthermoreit has been observed that factors such as breaking down prejudicesincreasing self-confidenceand experiencing the joy of achievement have positive effects on learnersparticularly in the affective dimension. Finallypositive improvements have also been recorded in psychomotor skills. In light of these resultsit is recommended that origami be used more frequently in mathematics teaching and that different teaching models be developed accordingly.