Menu
Menu

Menu do Portal GEPEMA

ACTIVE or IDLE? A Delphi Study of Teachers’ Perceptions on Using Drama in Mathematics Education

Artigo2026

Ivan Tokheim; Mona Røsseland; Theodoros Paraschou

Acesso aberto Acessar texto completo: ACTIVE or IDLE? A Delphi Study of Teachers’ Perceptions on Using Drama in Mathematics Education (abre em nova aba)

0 visualizações desta ficha 0 acessos ao texto completo Contagem real do Portal desde 25/09/2026; tráfego comum, sem testes; quem desativa o rastreamento no navegador não é contado.

Resumo

This article examines teachers’ perceptions of using drama as a pedagogical method for teaching mathematics. It documents the experiences of a 5-day workshop in Greece, where 28 teachers from Norway, Greece, Italy, and Portugal, were trained in how to use a set of drama-based educational techniques developed by the Erasmus+ project TIM (Theatre in Mathematics). The aim of this study is to explore teachers' professional perspectives on the potential benefits and limitations of integrating drama into mathematics instruction. By use of the Delphi technique, 13 teachers were surveyed before and after the drama workshop about their pedagogical values, experiences, expectations, and concerns related to drama in mathematics teaching. Through thematic analysis, we identified six categories of perceived benefits (Application, Contextualisation, Teamwork, Inclusion, Variation, and Enjoyment—ACTIVE), and four categories of potential challenges (Indifference and Discomfort, Deficient competence, Limited time and space, and Extraneous Content—IDLE). These findings are discussed using the educational theories of Lev Vygotsky and John Dewey, highlighting how drama-based methods support collaborative, experiential, and inclusive learning processes in mathematics education.

Dados da obra

Tipo
Artigo
Periódico
REDIMAT, v. 15, n. 1
Editora
Hipatia Press
Ano
2026
Idioma
en
Palavras-chave
drama in mathematics; workshop; practice research; teachers’ perceptions; delphi method; Mathematics Education; Mathematics Instruction; Teacher Attitudes; Foreign Countries; Teaching Methods; Drama; Theater Arts; Faculty Development; Workshops; International Cooperation; Educational Cooperation; Barriers; Mathematics Teachers; Experienced Teachers
Temas
Inclusão
DOI
10.17583/redimat.18481
ISSN
2014-3621, 1479-4802
Acesso
Acesso aberto
Fontes
DOAJ — Directory of Open Access Journals; ERIC — Education Resources Information Center
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
TOKHEIM, Ivan; RØSSELAND, Mona; PARASCHOU, Theodoros. ACTIVE or IDLE? A Delphi Study of Teachers’ Perceptions on Using Drama in Mathematics Education. REDIMAT, v. 15, n. 1, 2026. DOI: https://doi.org/10.17583/redimat.18481.

APA

Tokheim, I., Røsseland, M., & Paraschou, T. (2026). ACTIVE or IDLE? A Delphi Study of Teachers’ Perceptions on Using Drama in Mathematics Education. REDIMAT, 15(1). https://doi.org/10.17583/redimat.18481

BibTeX
@article{tokheim2026,
  author = {Tokheim, Ivan and Røsseland, Mona and Paraschou, Theodoros},
  title = {ACTIVE or IDLE? A Delphi Study of Teachers’ Perceptions on Using Drama in Mathematics Education},
  year = {2026},
  journal = {REDIMAT},
  volume = {15},
  number = {1},
  publisher = {Hipatia Press},
  doi = {10.17583/redimat.18481},
  language = {en}
}
RIS
TY  - JOUR
AU  - Tokheim, Ivan
AU  - Røsseland, Mona
AU  - Paraschou, Theodoros
TI  - ACTIVE or IDLE? A Delphi Study of Teachers’ Perceptions on Using Drama in Mathematics Education
PY  - 2026
JO  - REDIMAT
VL  - 15
IS  - 1
DO  - 10.17583/redimat.18481
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

Obras relacionadas

Obras do acervo corrente com mais temas em comum.

Acessibilidade

As escolhas valem em todas as páginas internas e ficam só neste navegador. Atalho: tecla de acesso 5.

Perfis rápidos

Ajustes

Sobre a acessibilidade do Portal