Khirwadkar, A., Welbourn, S., Figg, C., & Pelchat, K. (2022). Virtual makerspaces: Effective learning environments for developing preservice teachers’ TPACK for teaching elementary mathematics. In M. Jacobsen, & and C. Smith (Eds.), Online learning and teaching from kindergarten to graduate school (pp. 491-525). Canadian Association for Teachers Education. http://dx.doi.org/10.11575/PRISM/40509

Abstract:

“Designing learning environments for students immersed in a digital society is becoming increasingly important where the preservice teachers need to be prepared to create meaningful digital learning experiences. Mathematics teacher educators are successfully using makerspaces as learning environments to provide avenues of play, experimentation, and interdisciplinary connections while expanding preservice teachers’ understandings about the omnipresence of mathematics in daily living. However, the COVID-19 pandemic brought with it the need for all teachers to adjust instructional delivery. This chapter describes findings of a study of 182 preservice teachers (PSTs) participating in a virtual makerspace included in the fall of 2020 mathematics methods course. Using a qualitative approach, our study rests on data sources which included video recordings, pictures of artifacts, written reflections considering the guiding questions, and exit questionnaires collected during virtual makerspace activities. Follow-up interviews with consenting PSTs were completed after their first practice teaching block. Four themes emerged from the data analysis: (a) There was considerable growth in PSTs’ understanding of Technological Pedagogical Content Knowledge (TPACK) via makerspace experiences; (b) PSTs were able to make a variety of mathematics curriculum connections across grades/strands with the making activities; (c) PSTs showed significant awareness about computational thinking skills while coding and working at other stations such as origami and beading; and (d) Mathematics learning could be tied to the virtual makerspace activities in both synchronous or asynchronous environments. Virtual makerspaces were perceived as positive learning experiences by participants in preparing them to promote computational thinking and mathematical curriculum connections within technologically-rich learning environments.”