Learning Mathematics with Mathematical Objects: Cases of Teacher-Made Mathematical Manipulatives

Autor/inn/en	Greenstein, Steven; Fernández, Eileen
Titel	Learning Mathematics with Mathematical Objects: Cases of Teacher-Made Mathematical Manipulatives
Quelle	In: Contemporary Issues in Technology and Teacher Education (CITE Journal), 23 (2023) 1 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Mathematics Instruction; Teaching Methods; Case Studies; Instructional Materials; Design; Information Technology; Student Needs; Educational Technology; Material Development; Preservice Teachers; Elementary School Teachers; Teacher Education Programs; State Universities; Thinking Skills; Open Source Technology; New Jersey + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Informationstechnologie; Lehrmaterialentwicklung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Staatliche Universität; Denkfähigkeit
Abstract	Access to maker technologies has catalyzed and amplified the possibilities for creating physical materials that are responsive to the needs of students. Opportunities for design and fabrication of original mathematics manipulatives have been incorporated into the teacher education program at Montclair State University. Participating preservice elementary teachers design and make original mathematics manipulatives. Three case studies examine ways in which this process enhances students' mathematical reasoning, sense-making, and understanding. The designs created are made available through links to the open source Educational CAD Model Repository, enabling others to replicate the objects described. (As Provided).
Anmerkungen	Society for Information Technology and Teacher Education. P.O. Box 719, Waynesville, NC 28786. Fax: 828-246-9557; Web site: https://citejournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01