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Adding a New Dimension to Teaching Mathematics Educators

Adding a New Dimension to Teaching Mathematics Educators

Anna Wan, Jessica Ivy
Copyright: © 2022 |Pages: 23
ISBN13: 9781668462959|ISBN10: 1668462958|EISBN13: 9781668462966
DOI: 10.4018/978-1-6684-6295-9.ch037
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MLA

Wan, Anna, and Jessica Ivy. "Adding a New Dimension to Teaching Mathematics Educators." Research Anthology on Makerspaces and 3D Printing in Education, edited by Information Resources Management Association, IGI Global, 2022, pp. 749-771. https://doi.org/10.4018/978-1-6684-6295-9.ch037

APA

Wan, A. & Ivy, J. (2022). Adding a New Dimension to Teaching Mathematics Educators. In I. Management Association (Ed.), Research Anthology on Makerspaces and 3D Printing in Education (pp. 749-771). IGI Global. https://doi.org/10.4018/978-1-6684-6295-9.ch037

Chicago

Wan, Anna, and Jessica Ivy. "Adding a New Dimension to Teaching Mathematics Educators." In Research Anthology on Makerspaces and 3D Printing in Education, edited by Information Resources Management Association, 749-771. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-6684-6295-9.ch037

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Abstract

Technology has the potential to transform the classroom, build access to new mathematical content, and provide access to students through unique representations. For this study, the authors considered the transformational promise of digital fabrication technology, specifically 3D printing, in a setting comprised of pre-service teachers. An introduction to digital fabrication session was implemented in a secondary mathematics methods course. Participants were assessed both prior to the experience and after, using an adapted TPACK developmental self-report survey to consider TPACK themes and subthemes. In this chapter, the authors describe ideas that emerged from narratives provided by participants, patterns of change noted from pre- to post-assessment, and three cases that emerged representing students who experienced the most positive changes, most negative changes, and least amount of change on self-perceived levels.

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