A Teaching Experiment with Prospective Teachers: Investigating the Impact of Origami-Based Experiences from a Mathematics Education Perspective

Mathematics holds a significant place in every stage of life, and teaching this discipline correctly and meaningfully is of paramount importance. In this regard, mathematics educators are constantly striving to develop new methods and techniques to make mathematics teaching more effective. One of these techniques is origami, which has deep roots in history and offers a different perspective to the educational process. In this context, the aim of this study is to examine the impact of origami experiences on mathematics education from the pre-service teachers, based on their views and experiences. This study utilized a phenomenological research design, a qualitative research approach. The study group consisted of 74 fourth-year prospective teachers studying at a state university. Data regarding prospective teachers' experiences with origami activities were collected through interviews and observations; the obtained data were subjected to descriptive content analysis. The findings of the study were presented and the conclusions were interpreted. Accordingly, positive developments were observed in cognitive areas such as association, concretization, long-term attention, and creativity, which form the basis of mathematical thinking, in the participants who experienced the activity. Furthermore, it has been observed that factors such as breaking down prejudices, increasing self-confidence, and experiencing the joy of achievement have positive effects on learners, particularly in the affective dimension. Finally, positive improvements have also been recorded in psychomotor skills. In light of these results, it is recommended that origami be used more frequently in mathematics teaching and that different teaching models be developed accordingly.