Procedia - Social and Behavioral Sciences 141 ( 2014 ) 1386 – 1391

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1877-0428 © 2014 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/3.0/).Selection and peer-review under responsibility of the Organizing Committee of WCLTA 2013.doi: 10.1016/j.sbspro.2014.05.239

ScienceDirect

WCLTA 2013

The Opinions Of Teachers On The Use Of Cartoon Character In

The Mathematics Lesson Burcu Turan*

Atatürk Faculty of Education, Near East University, North Cyprus

Abstract

This aim the use of cartoon characters in mathematics education at primary education level aimed to reveal the views of teachers. The qualitative research design is used in this study. The research data was created as a result of surveys to teachers who work in primary schools in North Cyprus. The data are presented into categories. As a result of this study is the power of sanctions on children cartoon characters and teacher opinions has emerged that cartoon characters for the education can be adapted to direction of increasing student achievement in mathematics lesson. © 2014 The Authors. Published by Elsevier Ltd. Selection and peer-review under responsibility of the Organizing Committee of WCLTA 2013.

Keywords: cartoon, mathematics, cartoon character

INTRODUCTION In the middle of 20th century, emerging of new technologies has reached the power to change the world conditions (Ağaoğlu, 1989; Tuncay & Uzunboylu, 2010). These technological advances in the world, the development of education has become a priority (Tas, 2004). The introduction of computers and technology in academic life at today’s teaching have emerged at the necessity of using new techniques and methods (Alakoç, 2003; Hürsen & Ceker, 2011;; Keser, Uzunboylu, & Özdamli, 2011; Tugun & Özdamlı, 2012). Because the technology has become a part of social development, new learning technologies should form by updating the old learning (Martin, Diaz, Sancristobal, Gil, Castro & Peire, 2011; Arslan, Kutluca & Özpınar, 2011). Don't forget nowadays; the usage of technology is not a privilege but an obligation. Technological developments influence structures and functions of

* Corresponding author: Burcu Turan

E-mail address: brcuturan@gmail.com

© 2014 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/3.0/).Selection and peer-review under responsibility of the Organizing Committee of WCLTA 2013.

1387 Burcu Turan et al. / Procedia - Social and Behavioral Sciences 141 ( 2014 ) 1386 – 1391

educational institutions. It is also expected from the teachers that they integrate technology in their lessons in order to educate the individuals of information society (Demirok & Caglar, 2012).

Besides being a science of mathematics, including problems in daily life are important devices that can be used. As stated in the word “problem” includes numerical problems as well as other problems that may confront in life as general. So that teaching of mathematics’ behaviors aimed to gain which should include all of the educational levels (Baykul, 2001). Developing of high-level skills in mathematics is a useful activity but most of the students think that the lessons are both hard and unpleasent as progressive of the subjects (Baki, 1997). With The implementation of the computer in teaching of mathematics, the education of mathematics thought to become lovable and fun. Thanks to this technology, students can be recognize new elements of mathematics and also they fell closer to interaction with computers themselves (Chirtman, Badget & Kucking, 1997; Gürbüz, 2006). That is to say other words, In today’ technologies of technological devices used by teachers that should be use in order to become easily to students attitudes towards mathematics and learning (Heddens & Speer, 1997). Educational technologies for the students develop a positive attitude towards mathematics, increase interest and provide benefits such as reducing a fear (Peker, 1985). Furthermore this softwares as well as the students’ understanding this topic has been develop to support critical thinking and practical thinking skills (Ozusaglam, 2007).

The television in people affects as far as no devices or take an innovation (Celkan, 1989). Children use to television in preparing their future lives (Halloran, 1973). In a study implemented to primary school students, the students average daily of watching TV duration of a large extent less than 1 hour (% 21.7), 1 hour (% 29.4) and 2 hours (% 25.2) are seen in this durations. In the same study, the research group of the most commonly watched type of program is the cartoons (Doğan & Göker, 2012). And children's works and cartoons are loving the character (Güler, 2013). In a study conducted in Turkey, children around the age of ten that provides a result of interested in cartoons (Cesur & Paker, 2007). Cartoons are constantly watched by children. So that out of the children's television, but can be useful activities (İlhan & Çetinkaya, 2013).

In this study, the use of cartoon characters for mathematics education focused on teachers' perceptions. 2.METHOD

The approach is used qualitative research in this study. Qualitative research is any of statistical data which is a type of using devices (Altunışık, 2005). Qualitative research methods by using a questionnaire is aimed to learn details on the subject. 2.1.Study Group

The study group consisted of 12 teachers who are working in school Yakın Doğu College and Gonyeli Primary School. Names of the participants are not used them by taking into account of research ethics. Therefore the participants are provided P1, P2, P3, P4 and P5 as codes. Table 1 shows the characteristics of taking random whose teachers in the sample group.

Table 1: The sample group was random years of teachers' professional seniority.

The participants Years of tasks P1 42 P2 29 P3 32 P4 25 P5 2

2.2. Data Collection Tool

The research data was brought as a result of surveys conducted with teachers. For this purpose, a questionnaire of 6 was come out by the researcher. In the preparation of the questionnaire was pay attention to be asked the main headings of the questions.

Research data were collected through a survey conducted with teachers. In this research consists of 6 questions of Cartoon Characters Usability Evaluation of Educational Environment Survey was prepared. In the

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preparation of the main topics of the survey questions to be created in the form of expert opinion has been noted and taken from the field 5 is arranged. Expert interviews conducted face to face by all of the researchers and the data obtained during the negotiations has been to be recorded in writing .

Research results obtained qualitative content analysis was performed on the data . Content analysis by researchers respectively coding data, the presence of themes, codes and themes as the final stage of the regulation and the identification and interpretation of the findings was carried out with .

The research findings obtained in the terminal of teachers is based on the reviews on the use of computer lab results have been achieved . 3.THE RESULT AND THE COMMENT

For each question asked, the findings of result of the participants are presented in the tables. Questions 1: ‘’Do you think to allocate time that children whose time are watching cartoon more than studying lesson? Question 1’s answers given by the participants are presented in Table 2. Table 2: The results of analysis of the answers given by participants to Question 1.

Table 2 is examined, the level of primary school students as participants whose answers of question 1, their time watching cartoons and playing computer games which devoted instead of studying lesson a lot and the students to devoted of their time to watch cartoons who should be supervised by their parents that has emerged as a result. Question 2: What do you think about cartoon film effect on progress of children? Answers of the attenders for question 2 were presented at table 3. Table 3: The results of analysis of the answers given by participants to Question 2. Attenders P1 Cartoon films which do not include violent are beneficial for progress of children. P2 Some cartoon films have beneficial effects on children (for example, Colliou). P3 Cartoon films increased imaginary world of students and their motivations. P4 Students affect cartoon characters and they want to take cartoon characters place.

P5 I do not believe that cartoon films which are featured on TV are not beneficial for students.

When table 3 was examined, we can see that cartoon films were effective about progress of student in

regard to views of teachers and one of the attenders was not agree with this view.

Attenders P1 Students have a lot of curiousity in elements of violent that prefer to watch the

violent films instead of studying lesson. This also creates a negative impact on them.

P2 Students love to watch carton on very much so that they prefer to watch the cartoon instead of studying lesson. Students should watch out the watching of time of cartoon, Their parents take a control for them.

P3 Students prefer to watch the cartoon instead of studying lesson. P4 Students allocates most of their time by watching cartoon films and playing

computer games.

P5 This is true for some students but it can not be generalized for all students.

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Question 3: If cartoon films are used in education of children, what kind of effects do children have? Answers of the attenders for question 3 were presented at table 4. Table 4. Analysis results of answers of the attenders for question 3. Attenders P1 I consider that using cartoon characters in education affect positively on success of

the students about subject discussed in the study. P2 I think, it is more interesting than ordinary expression for students. P3 Cartoon film is beneficial as long as it design for curriculum. P4 If cartoon film use in more verbal content than maths education, it is more

effective.

P5 It is effective, but it can vary to properties of students.

When Table 4 was examined, it has required that programmes which use with cartoon characters should be designed by considering properties of students. In addition, there was a view that motivations of students increase when it use in verbal content lesson. Question 4 : What do you think about cartoon characters power of sanction for children ? Answers of the attenders for question 4 were presented at table 5. Table 5.Analysis results of answers of the attenders for question 4. Attenders

P1 Cartoon films included violent especially extra-ordinary events affect children which are sensitive and have imagination.

P2 Mitation sample character tendency of children is so high. P3 Students who was affected these characters can attempt to practice the same actions.

In conclusion, we can live vexing events. P4 Children who was affected cartoon characters try to do characters' actions. P5 Cartoon films included violent are negative effects for children.

Teachers says, students were influenced by cartoons. Students affected by violent character. So training in non-violent cartoon characters should be used.

Question 5 : What are advantages and disadvantages using cartoon characters on training with educational programme? Table 6. Analysis results of answers of the attenders for question 5. Attenders

P1 Cartoon characters are used on training with educational programmes, they make students' care and interest increase.

P2 It provides that educator cartoon films suppose visual and audio courses. In conclusion, subjects are learned more easily.

P3 To use cartoon characters in courses increase motivations of students. P4 To use cartoon characters in education is more beneficial for success of children’s.

however, to use characters which students do not like very much

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P5 Can be negative effects for children. When table 6 was examined, using cartoon character on training can be increased students' care and character should be choosen for properties of students in regard to teachers. 4.DISCUSSIONS AND RECOMMENDATIONS

From teachers who participated in the study according to the findings, teachers, students spend most of their time watching cartoons stated that. As a result of this, a lot of cartoon characters affected students were trying to do what they do, cartoon characters is undeniable impact on the level of the students explained that.

In a study conducted by Ilhan and Cetinkaya, students the opportunity to watch any time of day cartoons that do not increase the dependency has emerged. It is ultimately the movement of the characters is used instead of watching cartoons learning environment can be created. In a study conducted by Pembecioğlu, abstract concepts in mathematics, the results should be made fun has become apparent. This study lends support to these findings.

The course of the visual and audio effects needed to support that in this respect cartoon characters in mathematics education use for students in terms of interest and be more permanent and cartoon characters that use mathematics education software created should be reported. However, the use of cartoon characters participants during the design of educational software does not contain elements of violence and that the use of cartoon characters like students to be selected to the idea of the characters are revealed.

According to findings from teachers, teachers remarked that students spent their most time watching cartoon films in conclusion,

• They expresses that tried to do actions of their characters. That is, effects of cartoon characters are very important for students.

• Teachers reported that supporting the courses with visual and audio effects is necessary for students and using cartoon characters in maths.

• Courses are interesting and jingle for students. After all, attenders expressed that cartoon characters which do not have violent elements.

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