Examining creative drama based mathematics course with respect to theory of didactical situations in mathematics

An increase in instruction methods is observed; as one of the output in the field of education. One of these methods is instruction methods based on creative drama. The aim of this study is to describe the learning environment by studying mathematical instructive based on creative drama according to the theory of didactical situations in mathematics. With the framework of this principal aim sub-inquiries of the study were determined as; to evaluate whether there are any relations between the stages of creative drama and the steps of mathematical learning environment theory and to investigate how student milieu interaction take place in creative drama-based mathematics course and to what extend milieu vary in learning environment.In the study eighteen 4th graders were instructed with creative drama based mathematics course and the learning environment was observed and tried to be described. The study was conducted with case study method and the data were analyzed with regard to the structure of descriptive-interpretative analysis.As a result of this study, it was concluded that; even though there is not a one-to-one correspondence between the stages of creative drama and the steps of mathematical learning environment theory, generally the preparation-warm up stage of the creative drama matches with the devolution step of the mathematical learning environments theory; animation stage matches with action, formulation, validation steps and evaluation-discussion stages institutionalization step. In addition to this; depending on the activities used in creative drama process, it is concluded that milieu shows variations in learning environment.