Supporting Teachers’ Ability to Leverage Makerspaces in the Teaching and Learning of Mathematics
Supporting Teachers’ Ability to Leverage Makerspaces in the Teaching and Learning of Mathematics
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2020
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通讯作者：
Kimberly Corum
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作者：
Kimberly Corum
创客空间越来越多地出现在K-12学校中，这些空间有可能改变数学教育。然而，创客空间对教育变革的丰富承诺，前提是教师能够成功地将这些空间整合到他们的教学中。缺乏这种整合的专业知识（我们称之为MakerPACK）的教师不太可能充分利用创客空间。这个混合方法的研究项目通过研究生课程背景下的数学课程和任务来调查教师对创客空间技术的学习。新兴的研究结果表明，虽然通过引导探索让教师接触这些创客空间技术对教师对技术在数学教学中的作用的看法产生了总体积极的影响，但他们对技术整合的态度和信念往往受到他们对数学教与学的信念的中介。虽然实践学习的教学方法已经使用了数百年，但越来越多的创客空间为学生提供了参与主动学习的新方式（Burke & Kroski, 2018）。创客空间可以被广泛地定义为一个物理空间，配备了鼓励创造性设计所需的材料（卡瓦尔康蒂，2013）。目前在创客空间中发现的一些技术包括3D打印机和其他数字制造工具，机器人套件和微控制器（例如Arduino），以及工艺和电路工具。这些空间越来越多地出现在K-12学校，它们可以为学生提供有意义地参与科学、技术、工程和数学（STEM）概念的机会，因为他们进行实验、建造和修补（Cooper, 2013）。创客空间具有改变数学教育的潜力。当学生在创客空间环境中进行创作时，他们真实而有机地提出并研究重要的数学问题（例如，Blikstein, 2013; Martin, 2015）。计算机辅助设计软件和3D打印可以使学生获得数学概念的独特表示（例如，Popelka & Langlois, 2018）。从使用LOGO教授几何性质（例如，Papert, 1971; Clements & Battista, 1990）到使用Scratch教授概率和问题解决，编码对学生数学学习和思维的积极影响已经得到了很好的证明
Makerspaces are increasingly present in K-12 schools and these spaces have the potential to be transformative for mathematics education. However, this rich promise of makerspaces to be transformative for education assumes that teachers will be able to successfully integrate these spaces into their instruction. Teachers who lack the specialized knowledge for such integration, which we refer to as MakerPACK, are unlikely to use makerspaces to their full potential. This mixed-methods research project investigates teacher learning of makerspace technologies through the lens of mathematics curriculum and tasks within the context of a graduate course. Emerging results suggest that while exposing practicing teachers to these makerspace technologies through guided explorations had an overall positive impact on teachers’ perceptions of the role of technology in mathematics teaching, their attitudes and beliefs about technology integration were often mediated by their beliefs about mathematics teaching and learning. Introduction and Literature Review While the pedagogical approach of hands-on learning has been utilized for hundreds of years, the growing presence of makerspaces provides students with novel ways of engaging in active learning (Burke & Kroski, 2018). A makerspace can be broadly defined as a physical space equipped with the materials needed to encourage creative design (Cavalcanti, 2013). Some technologies currently found in makerspaces include 3D printers and other digital fabrication tools, robotics kits, and microcontrollers (e.g., Arduino), as well as craft and circuitry tools. These spaces are increasingly present in K-12 schools and they can provide students with the opportunity to meaningfully engage with science, technology, engineering, and mathematics (STEM) concepts as they experiment, build, and tinker (Cooper, 2013). Makerspaces have the potential to be transformative for mathematics education. As students create in a makerspace environment, they authentically and organically raise and investigate important mathematical questions (e.g., Blikstein, 2013; Martin, 2015). Computer-aided design software and 3D printing can enable students to access unique representations of mathematics concepts (e.g., Popelka & Langlois, 2018). The positive impact of coding on students’ mathematical learning and thinking has been well documented, from using LOGO to teach geometric properties (e.g., Papert, 1971; Clements & Battista, 1990) to using Scratch to teach probability and problem solving -1334SITE 2020 Online, , April 7-10, 2020