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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.
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Technological knowledge of mathematics pre-service teachers at the beginning of their methodology courses / Conocimiento tecnológico de los futuros maestros de matemáticas al iniciar sus cursos de metodología
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.
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- Award ID(s):
- 1930950
- PAR ID:
- 10287579
- Editor(s):
- Sacristán, A. I.; Cortés-Zavala, J. C.; Ruiz-Arias, P. M.
- Date Published:
- Journal Name:
- Proceedings of the 42nd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
- Page Range / eLocation ID:
- 892 to 894
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Conference Paper:
- https://doi.org/10.51272/pmena.42.2020-135
