5E Learning Cycle Supported Mathematics Digital Worksheets in Primary Schools: A Case Study

Abstract

This study, seeking to reveal in-service and pre-service primary school teachers’ opinions and practices regarding the 5E learning cycle supported digital worksheets (5E-DWS) they created on GeoGebra, employed the case study design, a qualitative research design. Face-to-face interviews were held with six in-service and six pre-service primary school teachers regarding 5E-DWS in the study. Additionally, 10 5E-DWS documents, prepared by the participants, were analyzed. The research data was analyzed with the inductive analysis method. The participants referred to the preparation process of 5E-DWS and highlighted its digital features, constructivist nature and appropriateness for contemporary approaches. Based on the participants opinions, the analyses revealed that 5E-DWS is advantageous in that it concretizes mathematics, intrigues students, saves time and paper, activates learning-teaching process, removes misconceptions, fosters individual and learning by doing-experiencing, and contributes teachers’ professional development. Its disadvantages include lack of technological equipment, inadequate teacher and student readiness, need for control, and individualizing students through blocking interaction with others. The study also elicited in-service teachers’ experiences regarding their practice of 5E-DWSs in classrooms. They stressed that, compared to pen-and-paper worksheets, 5E-DWSs are more economical and sustainable, intriguing, fun, appropriate for the digital age and new generation students, and they provide an explorative and gradual learning environment. In the process of preparing 5E-DWS, the participants had the most difficulty and enjoyment in the same phases of 5E learning cycle, exploration and elaboration. Regarding the contents of the 5E-DWSs, the participants used different methods and techniques and various technological materials in each phase.