The effect of drama techniques on prospective elementary mathematics teachers' knowledge of maths history, beliefs and attitudes in the history of mathematics course

The aim of this study is to investigate the effect of using drama method and techniques in mathematics history lessons on prospective mathematics teachers' attitudes and beliefs toward mathematics history, knowledge of mathematics history and memorability of their knowledge. This study is a mixed method research which includes both qualitative and quantitative research techniques. It has an experimental research design a pre- and post-test with an experimental and a control group. The research was carried out with 50 prospective primary mathematics teachers, 25 of them in control group and 25 of them in experimental group. 9 drama workshops in one semester were conducted with the experimental group; in control group lessons' traditional methods were used. To collect data two quantitative scale was used. One of them belongs to Alpaslan (2011) and the other to Yenilmez (2011). Additionally two questionnaires with classical type (open-ended) questions "Mathematics History Lessons View Form" and "Mathematics History Knowledge Scale" were used to collect data. And semi structured interviews were made with five students selected randomly. To analyze the memorability of knowledge "Mathematics History Knowledge Scale" was implemented three months after the lessons and analyzed. Results show that, attitudes and beliefs towards using mathematics history in mathematics education points are higher statically for experimental group. In comparison of mathematics history knowledge, it is found that mathematics history knowledge of experimental group was higher and had more diversity. According to measurement for memorability of knowledge, it is seen that experimental group lost mathematics history knowledge at a higher rate. Two negative main factors in drama lessons for prospective teachers in experimental group were to spend too much time compare to traditional methods, and fatigue. And the positive sides for the prospective teachers, in experimental group, are funny lessons and they think that their knowledge is more lasting. Prospective teachers, in experimental group, express that even if drama had some disadvantages like fatigue and time for them, these bad sides were not more than advantages. Both groups prefer to take mathematics history course with drama. Prospective teachers in control group express that mathematics history lessons should be carried out with methods and techniques which make participants more active. Mathematics history lessons may be carried out with drama methods and techniques in drama. Drama and mathematics history lessons may be elective course. The number of studies and drama plans with mathematics history content may be increased. Key Words: Drama, mathematics history, mathematics education, prospective teachers