Preservice Teachers’ Perspectives on Draggable Tasks in a Digital Geometry Environment

• In Event: AERA Roundtable Session Thursday 8:00 a.m. Four Seasons Ballroom 2-3
  In Roundtable Session: Studies of Learning in Preservice Teacher Education (Table 5)

Abstract

This paper reports on PSTs’ perspectives on a set of tasks used in an exploratory study of their experiences of task design for the mathematics classroom. The tasks were constructed in Desmos, a digital geometry environment (DGE), and participants engaged each task through manipulating draggable objects on iPad touchscreens. The purpose of this report is to present some perspectives of PSTs on these tasks through the lens of embodied task design. In doing so, I contribute to the ongoing conversations around task design in digitally-mediated environments and the potential for mathematics teacher education to incorporate insights from the fields of embodied cognition and learning.

Author

• Josh Markle, University of Alberta