Teacher opinions in the implementation of the drama method in mathematics teaching

AbstractThis study was administered to classroom teachers working in North Cyprus state schools where the use of drama activities have been stated and different variables towards including the drama method in their classroom such as how many years they have worked, gender, and the study groups they work with have been analyzed. On the contrary of this study, a questionnaire developed by Taş (2008) was used. The questionnaire was used in 2009-2010 academic year in 28 primary schools joint to the Ministry of Education and Culture (MEC) to 376 teachers in North Cyprus. Looking at the findings of this study, only 39.6% of teachers implement the drama method in their teaching and 60.4% do not implement the drama method in their teaching. According to the results of the study, as teachers years of teaching increases the percentage of the drama method usage decreases. As the age group increases of the study group teachers teach, the usage of drama method decreases