Creating a Third Space for Learning to Design Technology-Based Mathematics Tasks

Abstract

In this article, we examine the ways in which the creation of a third space can bridge the divide between coursework and practice for preservice secondary mathematics teachers (PSTs) taking a technology, pedagogy, and content course. A university-based instructor partnered with two high school teachers to create a space in which PSTs draw upon and use both academic and practitioner knowledge while creating technology-based tasks for high school students to use. Our results revealed increased focus on pedagogical decisions in areas such as technology-task design and questioning techniques. The data also indicate that the success of this collaboration was connected to fair distribution of work, feeling valued, and personal benefit and challenges centered on maintaining rejection of hierarchy.

Third Space, Partnerships, & Clinical Practice: A Literature Review

“…Consequently, UTEs can encourage confidence amongst stakeholders rather than intimidation by creating an environment of mutual respect where working side-by-side is the norm (Jackson & Burch, 2019;Klein et al, 2013;Taylor et al, 2014). For example, UTEs purposely used their power in hybrid spaces to shift power to other stakeholders (Martin et al, 2011;McCulloch et al, 2020). In McDonough's (2014) study, this looked like a UTE using her hybrid position between the university and school to give voice to other stakeholders.…”