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 life

and teaching this discipline correctly and meaningfully is of paramount importance. In this regard

mathematics educators are constantly striving to develop new methods and techniques to make mathematics teaching more effective. One of these techniques is origami

which has deep roots in history and offers a different perspective to the educational process. In this context

the aim of this study is to examine the impact of origami experiences on mathematics education from the pre-service teachers

based on their views and experiences. This study utilized a phenomenological research design

a 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. Accordingly

positive developments were observed in cognitive areas such as association

concretization

long-term attention

and creativity

which form the basis of mathematical thinking

in the participants who experienced the activity. Furthermore

it has been observed that factors such as breaking down prejudices

increasing self-confidence

and experiencing the joy of achievement have positive effects on learners

particularly in the affective dimension. Finally

positive improvements have also been recorded in psychomotor skills. In light of these results

it is recommended that origami be used more frequently in mathematics teaching and that different teaching models be developed accordingly.