Mathematical Making in Teacher Preparation: Research at the Intersections of Knowledge, Identity, Pedagogy, and Design [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022).

Autor/inn/en	Akuom, Denish; Greenstein, Steven; Fernández, Eileen
Titel	Mathematical Making in Teacher Preparation: Research at the Intersections of Knowledge, Identity, Pedagogy, and Design [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022).
Quelle	(2022), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Instruction; Mathematics Teachers; Teacher Education Programs; Preservice Teachers; Elementary School Teachers; Student Attitudes; Instructional Materials; Teaching Methods; Correlation; Course Content; Professional Identity; Material Development; Vignettes; Pedagogical Content Knowledge; Educational Benefits; Problem Based Learning; Art Education; Design + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Schülerverhalten; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Korrelation; Kursprogramm; Lehrmaterialentwicklung; Pädagogische Kompetenz; Bildungsertrag; Problem-based learning; Problemorientiertes Lernen; Arts; Education; Art in Education; Kunst; Bildung; Erziehung
Abstract	In this proposal, we share research that explores the potential benefits of a novel Making experience within mathematics teacher preparation that we hypothesized would inform the pedagogical and curricular thinking of prospective teachers of elementary mathematics (PMTs). That experience had PMTs exploring at the intersection of content, pedagogy, and design to digitally design, 3D print, and share an original manipulative with a child to promote their mathematical thinking. We share several vignettes of our research that aim to discern some of the potential benefits the experience might offer PMTs. These take a variety of theoretical and methodological approaches at the intersections of teacher knowledge, identity, pedagogy, and design. Implications of our findings for teacher preparation and professional learning are provided throughout the paper and in its conclusion. [For the complete proceedings, see ED630210.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01