Mathematical Making in Teacher Preparation: Research at the Intersections of Knowledge, Identity, Pedagogy, and Design
In this proposal, we share research that explores the potential benefits of a novel Making experience within mathematics teacher preparation that we hypothesized would inform the pedagogical and curricular thinking of prospective teachers of elementary mathematics (PMTs). That experience had PMTs ex...
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| Veröffentlicht in: | North American Chapter of the International Group for the Psychology of Mathematics Education 2022 |
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| creator | Akuom, Denish Greenstein, Steven Fernández, Eileen |
| description | In this proposal, we share research that explores the potential benefits of a novel Making experience within mathematics teacher preparation that we hypothesized would inform the pedagogical and curricular thinking of prospective teachers of elementary mathematics (PMTs). That experience had PMTs exploring at the intersection of content, pedagogy, and design to digitally design, 3D print, and share an original manipulative with a child to promote their mathematical thinking. We share several vignettes of our research that aim to discern some of the potential benefits the experience might offer PMTs. These take a variety of theoretical and methodological approaches at the intersections of teacher knowledge, identity, pedagogy, and design. Implications of our findings for teacher preparation and professional learning are provided throughout the paper and in its conclusion. [For the complete proceedings, see ED630210.] |
| format | Report |
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| language | eng |
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| subjects | Art Education Correlation Course Content Design Educational Benefits Elementary School Teachers Instructional Materials Material Development Mathematics Instruction Mathematics Teachers Pedagogical Content Knowledge Preservice Teachers Problem Based Learning Professional Identity Student Attitudes Teacher Education Programs Teaching Methods Vignettes |
| title | Mathematical Making in Teacher Preparation: Research at the Intersections of Knowledge, Identity, Pedagogy, and Design |
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