An Action Research to Eliminate Misconceptions Experienced in Mathematics Lesson with Drama Method

Abstract

The aim of this study is to try to overcome the misconceptions and learning difficulties experienced by students in mathematics lessons with drama method. The study group of the research consists of 15 students studying at the 10th grade level in a public school in Istanbul. The research, which entered the action research design, one of the qualitative research methods, was carried out in a period of 4 weeks. The data were obtained from the project studies called “Mathematics on the Stage”, which was developed to overcome the misconceptions experienced by the students. Three-stage Prime Numbers Conceptual Test was used as a data collection tool as a pre-test and post-test, and the data were analyzed by descriptive analysis method. After the pre-test was applied to the students, the theater studies were started and the play called "Prime Numbers Cage" was staged by a group of 50 students and 10 teachers. After the play was staged, a post-test was administered to the students. As a result of the research, it was concluded that the teaching method with drama improved students' conceptual learning. It is among the suggestions of the research that the study should be developed by applying it to the following students and wider and different student groups.