Maker Math: Exploring Mathematics through Digitally Fabricated Tools with K–12 In-Service Teachers

Abstract

This paper reports on nine elementary, middle, and high school in-service teachers who participated in a series of workshops aimed at exploring the wonder, joy, and beauty of mathematics through the creation and application of digitally fabricated tools (i.e., laser-cut and 3D printed). Using the Technological Pedagogical and Content Knowledge (TPACK) framework to investigate technological, pedagogical, contextual, and content knowledge, researchers applied qualitative methods to uncover the affordances and constraints of teaching and learning math concepts with digitally fabricated tools and examined how the workshops supported broadening participation in mathematics by focusing on the connections between mathematical inquiry, nature, and the arts. Affordances include opportunities for hands-on learning, visual support at the secondary level, and real-world connections that go beyond the state standards. Barriers include purchasing a laser-cutter, ventilation and noise issues, time constraints, misalignment with school and district priorities, and a lack of administrative support. All participants indicated that they were interested in additional workshops focused on designing their own digitally fabricated mathematics tools that better align with their grade level(s) and standards.

Application of Technological Pedagogical Content Knowledge (TPACK) in Teaching and Learning for Mathematics Teachers

“…Firstly, Harron et al (2022) explored the use of digitally fabricated tools in mathematics education with K-12 in-service teachers. The study involved nine teachers from elementary, middle, and high schools who participated in workshops focused on creating and utilising these tools.…”

Design and evaluation of a remote synchronous gamified mathematics teaching activity that integrates multi-representational scaffolding and a mind tool for gamified learning

“…The presentation of geometric knowledge in multiple representations has been shown to be an effective design for mathematical learning (Gero & Reffat, 2001;Berthold & Renkl, 2009). A variety of common mathematical representations, including 2D scaffolding or 3D scaffolding used in geometry instruction, are useful for learning (Hoffmann & Németh, 2021;Choo et al, 2020;Harron et al, 2022). The multiple representational scaffolding designed for this study includes a "textual description of geometric composition," a "2D perspective drawing," and a "3D geometric model presentation video.…”