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1. Teachers’ collaborative reflections and planning on using digital and non-digital resources

   Park, Sunyoung; Edson, Alden J (November 2024, Kent State University)

   This study investigates how two middle school teachers of mathematics reflected on and planned for the use of a digital collaborative platform embedded with a problem-based curriculum. As digital resources can help teachers enact mathematics problems that are responsive to the needs of their students, more empirical work is needed to understand and inform relevant teaching practices that leverage evidence of student thinking (Pepin et al., 2017). Drawing on a documentational approach to didactics (Gueudet & Trouche, 2009), we examine the influences of collaborative reflections on teachers’ decisions about the use of digital resources. Our preliminary findings show that based on their reflective conversation, teachers considered the affordances and constraints of both digital and non-digital resources in their planning. Our findings suggest collaborative reflections help teachers critically examine digital resources. 

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2. Lessons Learned for Developing and Enacting a Digital Collaborative Platform

   Edson, Alden J (September 2024, Information Age Publishing)

   In this chapter I report on a design research project of a digital collaborative platform for an embedded problem-based mathematics curriculum—the Connected Mathematics Project (CMP). The goal of the project is to enhance the teaching and teaming of mathematics that occurs in paper-and-pencil classrooms by leveraging the affordances of digital technologies in a digital classroom environment. In this chapter I share lessons learned for developing the digital collaborative platform for students and teachers, focusing on how the project team: (1) reimagined mathematics problems delivered in a digital collaborative platform, (2) supported a model of collaboration in the digital platform, and (3) provided students with just-in-time supports in the digital collaborative platform. To illustrate the lessons learned, I report on the iterative changes made to features of the digital collaborative platform based on analysis of project data and feedback from teachers and students. 

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3. Interrogation of Social Justice Contexts in Mathematical Modeling: The Use of Simulations of Practice in the Mathematical Preparation of Teachers

   https://doi.org/10.37626/GA9783959872188.0.006  

   Anhalt, C.; Cortez, R.; Kohler, B.; Tidwell, W. (August 2022, Proceedings of the International Conference of The Mathematics Education for the Future Project.)

   Morska, J.; Rogerson, A. (Ed.)

   Research in prospective teachers’ development of mathematical modeling knowledge for teaching is gaining momentum. The Mathematics of Doing, Understanding, Learning, and Educating for Secondary Students [MODULE(S2)]* project developed a curriculum in modeling for teacher education that includes simulations of practice, in which prospective teachers reflect on and plan a discussion around student thinking, their models, and the contextualization of their results. We present an analysis of prospective teachers’ modeling work on the decreasing area of Indigenous reservation land in the U.S., and a simulation of practice which explores different methods for finding the area of land in connection to the injustice deeply rooted in the treatment of Indigenous people. This problem explores a critical social issue and calls for explicit attention to pedagogical knowledge in structuring discussions around the contextualization of the mathematical results. 

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4. Developing Math Knowledge and Computational Thinking Through Game Play and Design: A Professional Development Program.

   Smith, H. (October 2020, Contemporary issues in technology and teacher education)

   null (Ed.)

   The Game Play and Design Framework is a project-based instructional method to engage teachers and students with mathematics content by utilizing technology as a vehicle for game play and creation. In the authors’ prior work, they created a technology tool and game editing platform, the Wearable Learning Cloud Platform (WLCP), which enables teachers and students to play, create, and experience technology-augmented learning activities. This paper describes a 14-week Game Play and Design professional development program in which middle school teachers played, designed, tested, and implemented mathematics games in the classroom with their own students. Examples are included of teacher-created games, feedback from the students’ experience designing games, and evidence of student learning gains from playing teacher-created games. This work provides a pedagogical approach for educators and students that utilizes the benefits of mobile technologies and collaborative learning through games to develop students’ higher-level thinking in STEM classrooms. 

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5. Developing mathematics knowledge and computational thinking through game play and design: A professional development program.

   Smith, H. (October 2020, Contemporary issues in technology and teacher education)

   null (Ed.)

   The Game Play and Design Framework is a project-based instructional method to engage teachers and students with mathematics content by utilizing technology as a vehicle for game play and creation. In the authors’ prior work, they created a technology tool and game editing platform, the Wearable Learning Cloud Platform (WLCP), which enables teachers and students to play, create, and experience technology-augmented learning activities. This paper describes a 14-week Game Play and Design professional development program in which middle school teachers played, designed, tested, and implemented mathematics games in the classroom with their own students. Examples are included of teacher-created games, feedback from the students’ experience designing games, and evidence of student learning gains from playing teacher-created games. This work provides a pedagogical approach for educators and students that utilizes the benefits of mobile technologies and collaborative learning through games to develop students’ higher-level thinking in STEM classrooms. 

   more » « less