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We describe an experience within mathematics teacher preparation that engages pre-service teachers of mathematics (PMTs) in Making and design practices that we hypothesized would inform their conceptual, curricular, and pedagogical thinking. With a focus on the design of new tools that can generate new possibilities for mathematics teaching and learning, this Learning by Design experience has PMTs exploring at the intersection of content, pedagogy, and Making. We describe the forms of knowledge brought to bear on their experiences through a case study analysis of one pair of PMTs’ Making experience. As the advancement of these forms of knowledge is essential to effective mathematics teaching, these findings suggest the promise of a Making experience within mathematics teacher preparation
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A Lens to Pandemic Stay at Home Attitudes
We describe the design process and the challenges we met during a rapid multi-disciplinary pandemic project related to stay-at-home orders and social media moral frames. Unlike our typical design experience, we had to handle a steeper learning curve, emerging and continually changing datasets, as well as under-specified design requirements, persistent low visual literacy, and an extremely fast turnaround for new data ingestion, prototyping, testing and deployment. We describe the lessons learned through this experience.
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- Award ID(s):
- 2320261
- PAR ID:
- 10536557
- Publisher / Repository:
- IEEE
- Date Published:
- ISBN:
- 979-8-3503-3026-7
- Page Range / eLocation ID:
- 15-19
- Format(s):
- Medium: X
- Location:
- Melbourne, Australia
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
-
Accepted Manuscript1.0
- Conference Paper:
- https://doi.org/10.1109/Vis4PandEmRes60343.2023.00008
