skip to main content

Attention:

The NSF Public Access Repository (PAR) system and access will be unavailable from 11:00 PM ET on Thursday, February 13 until 2:00 AM ET on Friday, February 14 due to maintenance. We apologize for the inconvenience.


Title: Supporting Teachers’ Ability to Leverage Makerspaces in the Teaching and Learning of Mathematics
Makerspaces are increasingly present in K-12 schools and these spaces have the potential to be transformative for mathematics education. However, this rich promise of makerspaces to be transformative for education assumes that teachers will be able to successfully integrate these spaces into their instruction. Teachers who lack the specialized knowledge for such integration, which we refer to as MakerPACK, are unlikely to use makerspaces to their full potential. This mixed-methods research project investigates teacher learning of makerspace technologies through the lens of mathematics curriculum and tasks within the context of a graduate course. Emerging results suggest that while exposing practicing teachers to these makerspace technologies through guided explorations had an overall positive impact on teachers’ perceptions of the role of technology in mathematics teaching, their attitudes and beliefs about technology integration were often mediated by their beliefs about mathematics teaching and learning.  more » « less
Award ID(s):
1852846
PAR ID:
10168682
Author(s) / Creator(s):
; ; ;
Date Published:
Journal Name:
Society for Information Technology and Teacher Education International Conference Proceedings
Page Range / eLocation ID:
1334-1339
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
More Like this
  1. In this project, we investigate how teachers develop the skills and knowledge to integrate makerspace technologies into mathematics lessons. Makerspaces are physical spaces that encourage creative design that often include emerging technologies such as 3D fabrication, coding, and robotics, and are being increasingly used to enhance mathematics instruction. Research suggests that for teachers to integrate any new technology into instruction, they must develop a specialized technological pedagogical content knowledge (TPACK), but little is known about how teachers develop TPACK for makerspace technology. We present emerging findings investigating how practicing mathematics teachers developed TPACK for makerspaces during a graduate technology course. Results suggest that despite similar experiences in the course, teachers varied significantly in their development of TPACK and integration of technology. 
    more » « less
  2. Sacristán, A. I. ; Cortés-Zavala, J. C. ; Ruiz-Arias, P. M. (Ed.)
    Mathematics pre-service teachers must learn how to use tools like scientific calculators, Computer Algebra System (CAS), text processors and dynamic mathematical environments. These tools allow users to work with mathematical objects, perform specialized tasks, respond in a defined mathematical way, and transmit mathematical knowledge (Dick & Hollebrands, 2011). To achieve the integration of technology in Mathematics Education, the teacher’s role is very important, since their beliefs and knowledge will dictate how they use technology in the classroom (Julie et al., 2010). The goal of this research is to determine the beliefs and knowledge about technology and its integration into the teaching of mathematics by a group of pre-service teachers at the beginning of their first course of methodology in the teaching of mathematics at the secondary level (N=11). Interviews were conducted, and a questionnaire was administered to determine the profile participants use of technology at their schools and universities. 
    more » « less
  3. In pre-college levels, integrated science, technology, engineering, and mathematics (STEM) are often taught by science or mathematics teachers. These teachers lack the engineering and technology background and they do not necessarily use project-based and inquiry-oriented instructional strategies. To close the gap in the qualified STEM education teacher workforce, the authors developed and piloted a novel course to train preservice STEM teachers to effectively employ project-based and inquiry-oriented teaching strategies at pre-college levels. This 3-credit research and design experience course was piloted in the Spring 2023 semester. The preservice STEM teachers, enrolled in the course, engaged in hands-on activities, engineering project-based training, inquiry-based learning techniques through research training, makerspace training, field experience, and mentorship. The course comprised two parts. In part I, the students received research training. In part II, the students engaged in engineering design and makerspace professional development. In this paper, we report on the course design elements and the impact of the course activities on students’ self-efficacy in teaching STEM subjects using emerging technology, as well as their teaching approaches and understanding of student learning. The authors conducted a mixed methods study and collected both qualitative and quantitative data. Preliminary results of the multiyear study are presented. Initial findings indicate a heightened confidence of the students in their ability to deliver STEM content in secondary classrooms. Students improved their teaching approaches and reported positive experiences with the course. 
    more » « less
  4. null (Ed.)
    We detail an exploratory study of faculty members’ perceptions of activities associated with undergraduate engineering programs in university-based makerspaces. Our study examines the affordances and constraints faculty perceive regarding teaching and learning in these spaces and, specifically, how makerspaces support engineering faculty members in accomplishing the goals and expectations they have for undergraduate students’ learning and development. We found that makerspaces inspired faculty members’ curricular and instructional innovations, including design of new courses and implementation of practices meant to result in more team-based and active learning. Faculty perceived student activities in makerspaces as fostering of student agency and development of engineering skills, knowledge, and affect. Faculty also identified concerns related to the teaching of engineering in these spaces, including the need to change their instructional practices to more fully engage students and to balance the sophisticated tools and resources with the rigor of completing complex engineering tasks. We use structuration theory to illuminate how faculty act, rationalize, and reflect on their teaching practices and goals in relation to structures present in university-based makerspace. Our study is intended to inform faculty and administrators working to engage students through interactions in makerspaces or similar innovations, and to consider how access to and impact of these structures support undergraduate engineering education. 
    more » « less
  5. We detail an exploratory study of faculty members’ perceptions of activities associated with undergraduate engineering programs in university-based makerspaces. Our study examines the affordances and constraints faculty perceive regarding teaching and learning in these spaces and, specifically, how makerspaces support engineering faculty members in accomplishing the goals and expectations they have for undergraduate students’ learning and development. We found that makerspaces inspired faculty members’ curricular and instructional innovations, including design of new courses and implementation of practices meant to result in more team-based and active learning. Faculty perceived student activities in makerspaces as fostering of student agency and development of engineering skills, knowledge, and affect. Faculty also identified concerns related to the teaching of engineering in these spaces, including the need to change their instructional practices to more fully engage students and to balance the sophisticated tools and resources with the rigor of completing complex engineering tasks. We use structuration theory to illuminate how faculty act, rationalize, and reflect on their teaching practices and goals in relation to structures present in university-based makerspace. Our study is intended to inform faculty and administrators working to engage students through interactions in makerspaces or similar innovations, and to consider how access to and impact of these structures support undergraduate engineering education. 
    more » « less