Developing TPACK for makerspaces to support mathematics teaching and learning
Developing TPACK for makerspaces to support mathematics teaching and learning
复制标题
DOI：
10.51272/pmena.42.2020-374
复制
发表时间：
2020-12
期刊：
影响因子：
--
通讯作者：
Kimberly Corum;Sandy M. Spitzer;Lynn E. Nichols;Kristin Frank
中科院分区：
文献类型：
--
作者：
Kimberly Corum;Sandy M. Spitzer;Lynn E. Nichols;Kristin Frank
在这个项目中，我们调查了教师如何发展将MakerSpace技术整合到数学课程中的技能和知识。Makerspace是鼓励创造性设计的物理空间，这些设计往往包括3D制造、编码和机器人等新兴技术，并正越来越多地被用于加强数学教学。研究表明，教师要将任何新技术融入教学，他们必须开发专门的技术教学内容知识(TPACK)，但人们对教师如何开发用于MakerSpace技术的TPACK知之甚少。我们提出了新的发现，调查了实习数学教师如何在研究生技术课程期间为makerspace开发TPACK。结果表明，尽管在这门课程中有相似的经历，但教师在发展TPACK和技术整合方面存在显著差异。
In this project, we investigate how teachers develop the skills and knowledge to integrate makerspace technologies into mathematics lessons. Makerspaces are physical spaces that encourage creative design that often include emerging technologies such as 3D fabrication, coding, and robotics, and are being increasingly used to enhance mathematics instruction. Research suggests that for teachers to integrate any new technology into instruction, they must develop a specialized technological pedagogical content knowledge (TPACK), but little is known about how teachers develop TPACK for makerspace technology. We present emerging findings investigating how practicing mathematics teachers developed TPACK for makerspaces during a graduate technology course. Results suggest that despite similar experiences in the course, teachers varied significantly in their development of TPACK and integration of technology.