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Preservice Teachers' Adaptations to a Mathematics Lesson on Gerrymandering Using Desmos Activity Builder
Sat, April 23, 9:45 to 11:15am PDT (9:45 to 11:15am PDT), AERA Virtual Poster Rooms, AERA Virtual Poster Room 1Abstract
In this artifact analysis of preservice mathematics teachers’ (PSTs) pedagogical design capacity (PDC) Brown (2009), two PSTs’ acts of adaptation to a lesson dedicated to developing a mathematical understanding of Gerrymandering with Desmos Activity Builder (DAB) are highlighted. Findings from the analysis reveal how PSTs engaged in a repurposing of the provided technological resources in order to meet the dual goals of teaching to develop a sociopolitical awareness and teaching to develop a conceptual understanding of mathematics content. Implications related to how differing approaches to repurposing of technological resources may relate to Technological Pedagogical Content Knowledge (TPACK) (Koehler & Mishra, 2009) are discussed.