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

Virtual Paper ID: 55937
  1. aaa
    Kimberly Corum
    Towson University
  2. aaa
    Lynn Nichols
    Towson University
  3. Sandy Spitzer
    Towson University
  4. Kayla Begen
    Towson University

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.

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