When Robots Invade the Neighborhood: Learning to Teach Mathematics Leveraging Both Technology and Community Knowledge

• In Event: Moscone Center North Roundtable Session 9
  In Roundtable Session: The Role of Technology in Supporting Student and Teacher Learning

Abstract

We explore development of mathematics teaching through a collaborative teacher education model that engages prospective teachers in learning about digital technologies and about community-based mathematics practices from community members, in order to design, plan for, and enact activities at a family STEM night. Two of six groups leveraged both digital technologies and funds of knowledge to support students’ mathematics engagement. More specifically, both groups engaged students in programming robots to travel between two familiar community locations using sequencing and/or multiplicative reasoning. The experience supported prospective teachers to deepen their understanding of mathematics content and practices inherent in the activities and to recognize possibilities for accommodating diverse mathematics backgrounds in a single activity by leveraging both technology and community knowledge.

Authors

• Frances K Harper, The University of Tennessee

• Nicholas Kim, The University of Tennessee - Knoxville

• Zachary William Stumbo, The University of Tennessee - Knoxville