摘要：Purpose: This study aims to present a gamified lesson design model proposal for mathematics instruction and to determine the design principles of this model. Apart from the general models in the literature, the lack of a gamification design model that meets the needs of the field of mathematics instruction is the main motivating factor in the study.Design/Methodology/Approach: The educational design research carried out for this purpose, the Gamification Development Model, Mathematical Knowledge for Teaching Model, and the process of designing a gamified mathematics lesson of 8 pre- service teachers, who constitute the participants of the research, were discussed together. In the study, which was completed in 6 phases and 14 sessions in total, data were collected through video and audio recordings, weekly reflection reports, general evaluation reports, and the Gamified Mathematics Lesson Checklist created by researchers.Findings: Based on the content analysis and the literature, the gamification design steps that are aimed to guide teachers and/or instructional designers for mathematics teaching are proposed as a model. This model has a spiral structure in which each step affects the previous or next step. The current model includes goal analysis, design, development, implementation, and evaluation-improvement steps. Each of these steps includes gamification elements and what needs to be done within the scope of Mathematical Knowledge for Teaching as design principles.Highlights: The current study proposes a new and detailed gamified lesson design model for mathematics instruction (GLDMfMath). The model proposal is expected to contribute to the field of mathematics teaching, especially with the guiding principles it offers and gamified lesson design examples to be created through these principles. Given that the motivation, participation, and achievement of learners increase in the teaching environments, where gamification is used, designs that can be created with the model presented by the current study can offer similar contributions to the mathematics education literature.
