Designing Constructionist Learning in a Math Course for Preservice Teachers (Poster 12)

• In Event: AERA Poster Session Eight
  In Poster Session: Section 1C Mathematics Poster Session

Abstract

Constructionist Learning theories are generative processes through the process of becoming. This study was conducted in an upper-level math course for students majoring in education. Based on the student feedback survey for this course, we carried out Network Analysis using Girvan Newman cluster analysis to determine conceptual stories within each course iteration. Conceptual stories were used to create the design moves for the following iterations. As this study is ongoing based on two iterations, we noticed shifts in conceptual stories between the first and second iteration suggesting the impacts of the design moves.

Authors

• William Walker, Texas A&M University
  Presenting Author

• Mahjabin Chowdhury, Texas A&M University
  Non-Presenting Author

• Yingwei Xu
  Presenting Author

• Sean Kao, Texas A&M University
  Non-Presenting Author

• Samuel Zowam, Texas A&M University
  Non-Presenting Author

• Hang Gui
  Non-Presenting Author

• Thomas Karl Von Buettner, Texas A&M University
  Non-Presenting Author

• Jonan Phillip Donaldson, University of Alabama - Birmingham
  Non-Presenting Author

• Tamara Anthony Carter, Oklahoma City Community College
  Non-Presenting Author