The purpose of this study was to determine the perceptions of pre-service mathematics
teachers related to drama-based instruction. For this purpose, effects of a drama-based
mathematics course on senior class pre-service mathematics teachers’ knowledge about
drama-based instruction and teacher candidates’ competencies for developing and
implementing drama-based lesson plans were investigated. Participants of the study were
21 senior class pre-service mathematics teachers of a public university in Turkey. Data
were collected through an open-ended evaluation form, lesson plans and self-assessment
reports. After the 11-week implementation of drama-based activities with teacher
candidates, pre-service mathematics teachers succeeded to develop unique lesson plans
and implement them with pupils. Lesson plans and self-assessment reports of teacher
candidates were analyzed according to descriptive and content analysis. Findings were
discussed according to the emergent categories.
Keywords: drama-based instruction, perceptions of teacher candidates, mathematics
teaching