Mathematical Achievement Levels as a Function of Designing and Manipulating Virtual Learning Environments: A Successful Attempt at Teaching Novice Computer Users

摘要

This research is aimed at investigating achievement levels in mathematics as a function of designing and manipulating virtual learning environments by pre-service teachers and pupils through action research. The design of virtual simulations is based on applying the virtual environment to the real world as much as possible. The objects used in this research were taken from the pupils' everyday environment. The researcher taught the method to 45 pre-service teachers. Such procedures were held among various populations. The findings showed that the connection between virtual and real worlds and the application of this connection in mathematics lessons became clear to the pre-service teachers as they practiced the simulation design and manipulation through the PowerPoint software. Consequently, their disciplinary presentations became highly animated and were applied to the pupils' everyday environment. The pre-service teachers used their unique disciplinary presentations in their practical work and reported their pupils' improvement in mathematical skills (such as solving math exercises, verbal problems, etc.). The pre-service teachers were able to integrate theory and practice in their teaching and improved their level of academic writing. The motivation of the pre-service teachers and their pupils to design and manipulate virtual environments was also enhanced.