Investigating Geospatial Elements as Contextual Factors in Mathematics Classrooms

• In Event: Geometry, Spatial Reasoning, and Teaching "Big Ideas"

Abstract

In order to better understand how geographic elements, including location and space, influence classroom interactions and discourse, we have looked at how these variables affect mathematics instruction. This study explores how geospatial factors impart mathematics instruction. The study took place in a graduate seminar class at a public university in the United States. Participants included Mathematics Teacher Educators (MTEs) and Mathematics Educators (MEs). The data collection procedure included small group discussions and reflections on articles utilizing geospatial frameworks. The results show that MTE and ME have different conceptualizations of space and place that are influenced by their experiences in the classroom. The study gives implications for teacher preparation and emphasizes the significance of taking geographical issues into account in mathematics teaching.

Authors

• Hillary Ongoyo Omoze, Purdue University

• Abigail Erskine, Purdue University