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Supporting Teachers' Ability to Leverage Makerspaces in the Teaching and Learning of Mathematics
PROCEEDING

, , , , Towson University, United States

Society for Information Technology & Teacher Education International Conference, in Online ISBN 978-1-939797-48-3 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

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.

Citation

Corum, K., Nichols, L., Spitzer, S. & Begen, K. (2020). Supporting Teachers' Ability to Leverage Makerspaces in the Teaching and Learning of Mathematics. In D. Schmidt-Crawford (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1350-1355). Online: Association for the Advancement of Computing in Education (AACE). Retrieved May 16, 2021 from .

Slides