In this study, we aimed at introducing to prospective primary school teachers how to present a pattern of numbers through designing a mobile game according to the Theory of Didactical Situations (TDS). Additionally, the games developed by teacher candidates were examined. In our study, the case study method was used, which is one of the qualitative research methods. The participants were 17 prospective primary school teachers (9-females, 8-males). The data were collected through video cameras, audio recorders, and files that include game designs of prospective teachers. In data analysis, the actions concerning mobile gaming experiences of prospective teachers were conducted according to the TDS stages. The games designed by prospective teachers were examined in terms of basic gamification criteria. Findings of the study; it was demonstrated that mobile games designed according to TDS support the prospective teachers in many aspects, such as developing a milieu for using gamification in teaching math, internalizing processes of reflecting gamification criteria to the game, and positively influencing the affective characteristics. Moreover, concerning gamification criteria, it was determined that some prospective teachers are successful at gamification of mathematical knowledge; however, most of them have difficulties in game designing, particularly in giving feedbacks about games.
Key words: Theory of didactical situations, mathematics teaching, mobile game, gamification, prospective teachers
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