Creating learning environments with origami: Experiences of pre-service mathematics teachers

Abstract

Using origami in the classroom, this study examines the experiences of pre-service middle school mathematics teachers. A case study model was employed in this study as a qualitative research approach. The study involved 39 senior pre-service mathematics teachers. Document analysis, semi-structured interviews, and observation techniques were used to collect data using the triangulation method. Content analysis was used to analyze the data. During their micro-teaching with origami, pre-service teachers preferred learning outcomes focused on geometry. Most participants used origami to teach learning outcomes that were appropriate to their grade levels and learning outcomes. Throughout all the lesson plans prepared according to the 5E model, origami was used to construct mathematical concepts during the exploration step. While some groups utilized origami folding techniques to explore geometric structures, others used rulers or goniometers instead, indicating that origami is partially effective. In order to improve teacher training programs, more practice should be given with origami-based visual proofs of geometric structures. In addition to contributing to professional and personal development, the participants' opinions showed that this process was beneficial to them. Students struggled to explain origami's steps, as well as selecting models and exploring concepts with origami. For pre-service teachers to overcome these challenges, more time must be allocated during their practicum process within the teaching practice courses so that they can practice teaching mathematics with origami in real classroom settings.