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    Digital Game Design Process for the Concept of Area
    (Research Information Ltd, 2023) Alkan, Selcuk; Ada, Tuba
    Designing a digital game using method, activities, contexts and problems which have been proved to be effective in mathematics education for a long time, will increase the effectiveness and success of the game. The purpose of this study was to reflect the digital game design process for the area concept. The design-based research method was used in the study. The digital game was developed by the researchers in a circular design process including the design, analysis, evaluation, and revision. In the design process, preliminary concepts, skills, and the way to teach them were determined with the help of the literature on the concept of area aimed to be taught via the digital game, and then the mechanics and context of the game were designed under the supervision of three instructors of mathematics. After the design stage, fifteen students were asked to play the game in order to evaluate it. The findings showed that it is important to refer to the literature and to involve mathematics instructors in the process of creating a digital game by considering how such a game should be in terms of mathematics. Getting help from students with different socio-economic levels during the game design phase will help the development of the educational and game structure of the game.
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    The Preservice Teachers' Approaches Toward Incorrect Probability Problems
    (Sage Publications Inc, 2023) Korkmaz, Ebru; Alkan, Selcuk
    Identifying the mistakes in student responses and being able to manage the solution process are among the fundamental skills that should be acquired by the pre-service teachers. This skill is important in probability, about which students have a great number of misconceptions. The aim of this study was to determine the misconceptions in the student answers given by the researcher about probability and to examine the solution explanations of the preservice teachers. In this context, the student answers containing five wrong solutions were examined. Case study, one of the qualitative research methods, was used. Forty-two third grade preservice mathematics teachers participated in the study. A task-based interview was used in the study. The findings revealed that the participants were able to recognize simple and discrete probability problems more easily and provided correct solutions; however, they had difficulty in determining the universal space independent events and failed to detect the mistakes in the student answers successfully. As a result of the research, it was concluded that the importance attached to procedural knowledge should also be given to conceptual knowledge, what a concept means as well as what it does not mean should be explained, open-ended questions that will increase the power of reasoning should be used instead of typical problems, and more effective learning should be carried out by using different teaching methods and techniques.