Mediating Preservice Teachers’ Place-Mathematics Connections: Design-Based Approaches to Mathematics Teacher Education

• In Event: Roundtable Session 21
  In Roundtable Session: News Approaches to Digital Teaching and Learning

Abstract

Research suggests student learning of mathematics improves when practices and understanding are connected across contexts. Yet mathematics and teacher education literature provide little empirical research indicating how future teachers might mediate context to context connections. This design-based research reports results from three iterations of an instructional module whereby pre-service teacher learning was situated across multiple contexts. Utilizing mobile devices, data were collected from game-based investigations of place-mathematics connections. Digital placemarkers within online maps were analyzed to identify the quantities and types of connections and embedded media. Results indicate how pre-service teachers identified mathematics content connecting to features of surrounding locations, and how digital and mobile media affordances were leveraged to represent place-mathematics connections across multiple physical places and virtual spaces.

Author

• Jeremiah Isaac Holden, University of Colorado - Denver