Adding a New Dimension of Teaching Mathematics Educators
Document Type
Article
Publication Date
11-1-2018
Department
Mathematics
School
Mathematics and Natural Sciences
Abstract
Technology has the potential to transform the classroom, build access to new mathematical content, and provide access to students through unique representations. For this study, the authors considered the transformational promise of digital fabrication technology, specifically 3D printing, in a setting comprised of pre-service teachers. An introduction to digital fabrication session was implemented in a secondary mathematics methods course. Participants were assessed both prior to the experience and after, using an adapted TPACK developmental self-report survey to consider TPACK themes and subthemes. In this chapter, the authors describe ideas that emerged from narratives provided by participants, patterns of change noted from pre- to post-assessment, and three cases that emerged representing students who experienced the most positive changes, most negative changes, and least amount of change on self-perceived levels.
Publication Title
Handbook of Research on TPACK in the Digital Age
First Page
390
Last Page
412
Recommended Citation
Wan, A.,
Ivy, J.
(2018). Adding a New Dimension of Teaching Mathematics Educators. Handbook of Research on TPACK in the Digital Age, 390-412.
Available at: https://aquila.usm.edu/fac_pubs/15770