This study takes an innovative approach to documenting how teacher knowledge can be enhanced by incorporating a design experience into pre-service mathematics education. Teachers will use digital and fabrication technologies (e.g., 3D printers and laser cutters) to design and use manipulatives for K-6 mathematics learning. The goals of the project include describing how this experience influences the prospective teachers' knowledge and identities while creating curriculum for teacher education.
Citations of DRK-12 or Related Work (DRK-12 work is denoted by *):
- Greenstein, S., Fernández, E. & Davidson, J. (2019). Revealing Teacher Knowledge Through Making: A Case Study of Two Prospective Mathematics Teachers. Proceedings of the 41st Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education. St. Louis, MO.*
- Greenstein, S. & Russo, M. (2019). Teaching for Social Justice through Critical Mathematical Inquiry. Occasional Paper Series, 2019 (41). Retrieved from https://educate.bankstreet.edu/occasional-paper-series/vol2019/iss41/1
- Greenstein, S. & Baglieri, S. (2018). Imagining Mathematical Thinking for Inclusive Curriculum: A Conversation. Investigations in Mathematics Learning, 10(3), 1-12.
- Greenstein, S. & Olmanson, J. (2018). Reconceptualizing Pedagogical and Curricular Knowledge Development Through Making. Emerging Learning Design Journal, 4(1), 1-6.*
- Greenstein, S. (2014). Making Sense of Qualitative Geometry: The Case of Amanda. Journal of Mathematical Behavior, 36, 73-94.