When Robots Invade the Neighborhood: Learning to Teach PreK-5 Mathematics Leveraging Both Technology and Community Knowledge

Autor/inn/en	Harper, Frances; Stumbo, Zachary; Kim, Nicholas
Titel	When Robots Invade the Neighborhood: Learning to Teach PreK-5 Mathematics Leveraging Both Technology and Community Knowledge
Quelle	In: Contemporary Issues in Technology and Teacher Education (CITE Journal), 21 (2021) 1 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-5804
Schlagwörter	Robotics; Teaching Methods; Mathematics Instruction; Preservice Teachers; Elementary School Teachers; Lesson Plans; Equal Education; Interdisciplinary Approach; Teacher Education Programs; Instructional Innovation; Cultural Background; Masters Programs; STEM Education; Culturally Relevant Education; Preschool Teachers + Suchen Sie Ihr Suchwort? Robotertechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lesson planning; Unterrichtsplanung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Educational Innovation; Bildungsinnovation; Magister course; Magisterstudiengang; STEM; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule
Abstract	This study explored how prospective elementary teachers developed mathematics teaching that used the cultural, linguistic, and cognitive resources from home and community settings to promote learning school mathematics with robotics. Drawing on lesson planning artifacts and written reflections following lesson enactments, the authors describe how prospective teachers made progress toward more equitable mathematics teaching by connecting mathematics learning and robotics, leveraging community funds of knowledge in mathematics instruction with robotics, and designing for transdisciplinary connections. Analyses showed how robotics can support planning for a range of elementary mathematics concepts -- including counting, multiplicative reasoning, distance, and sequence -- and may encourage leveraging students' sense of place to make mathematics learning more accessible for every student. These findings suggest that mathematics teacher educators and teachers should consider using innovative tools not typically seen in classrooms, such as robotics, in mathematics instruction as they work to support a focus on reasoning and sense making and make connections to children's community and cultural funds of knowledge. (As Provided).
Anmerkungen	Society for Information Technology and Teacher Education. P.O. Box 719, Waynesville, NC 28786. Fax: 828-246-9557; Web site: http://www.citejournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01