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Makerspaces for Developing TPACK: A Self-Directed Creative Exploration for Learning Mathematics
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, , Brock University, Canada

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-37-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Preparation for teaching in digital classrooms and designing learning environments for students immersed in a digital society has become increasingly important in teacher education programs. Makerspaces are emerging as promising experiential learning environments supporting the development of future ready skills. This poster presentation shares the findings from an exploratory pre-pilot study as to what connections participants could make between the teaching of mathematics and makerspace experiences. Preliminary findings suggest that participants enhanced their TPACK and: 1) were able to make connections between their makerspace activities and how grade 1-5 students would learn various concepts in mathematics; 2) were able to describe how makerspace activities could be used to connect multiple strands in mathematics together to learn the concept holistically; 3) found that working in groups facilitated the discussion of ideas for making mathematics connections; and 4) identified the issue of time as a constraint on their learning.

Citation

Khirwadkar, A. & Figg, C. (2019). Makerspaces for Developing TPACK: A Self-Directed Creative Exploration for Learning Mathematics. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2463-2468). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved October 19, 2019 from .

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