You are here:

Teaching Pre-Service Teachers to Make Digital Stories That Explain Complex Mathematical Concepts in a Real-World Context: The "Math-eo" Project, Creating "Cool New Tools"
ARTICLE

, , , ,

IJFTME Volume 23, Number 4, ISSN 1744-2710

Abstract

This mixed methods study examines whether engaging in a problem-solving project to create Math-eos (digital videos) increases pre-service teachers' understanding of the relationship between visual, auditory, and verbal representation and critical thinking in mathematics. Additionally, the study looks at what aspects of a digital problem solving project support pre-service teachers' ability to integrate digital technology in mathematics education. Results indicated that, as pre-service teachers worked through the writing/problem solving process and constructed digital stories, or Math-eos, they became more aware of the advantages of using this multimodal approach to teach mathematical concepts to elementary and middle school students. The Math-eo Project provided pre-service teachers, who typically used digital media only for socializing and meeting web-based course requirements, with a new tool for their own learning and teaching. Designing Math-eos also enabled them to integrate digital technology in the mathematics curriculum with the aim of increasing student engagement, motivation and knowledge.

Citation

Walters, L.M., Green, M.R., Goldsby, D., Walters, T.N. & Wang, L. (2016). Teaching Pre-Service Teachers to Make Digital Stories That Explain Complex Mathematical Concepts in a Real-World Context: The "Math-eo" Project, Creating "Cool New Tools". International Journal for Technology in Mathematics Education, 23(4), 129-144. Retrieved January 31, 2023 from .

This record was imported from ERIC on January 10, 2019. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords