Advancements in computing have led to increased interest in integrating computational thinking in the K-12 curriculum. Computational thinking can be defined as a problem-solving process with the goal of developing algorithms that can be coded for computer use. With its emphasis on problem solving, the processes associated with computational thinking overlap with those of mathematical thinking, leading to an anticipated reliance on mathematics teachers to teach computational thinking in the K-12 setting. Currently, research related to preservice mathematics teachers’ perceptions of computational thinking is emergent; yet, this research is needed to inform leaders of teacher preparation programs. The purpose of this study was to investigate preservice K-8 mathematics teachers’ views of teaching computational thinking. Participants from three different universities completed an asynchronous, online simulation, responding verbally to prompts related to the importance of and processes for teaching computational thinking to all students. Results demonstrated that participants found value in teaching computational thinking, although the majority either did not connect their ideas specifically to computational thinking or erroneously connected their ideas to mathematical computations and/or technology integration. Further, a large majority of participants demonstrated deficit perspectives of students considered lower achieving. Implications and areas for future work are included.
Mathematics Education
Contemporary Issues in Technology and Mathematics Teacher Education is sponsored by the Association of Mathematics Teacher Educators. The purpose of this journal is to provide a forum for reporting on research and engaging in a dialog about best practices related to any area of technology and mathematics teacher preparation. Articles dealing with both preservice and in-service issues are welcomed. A wide range of formats and approaches to scholarship are accepted, including qualitative research, quantitative studies, conceptual and theoretical pieces, case studies, and professional practice papers.
Because the journal provides a unique opportunity for dialogue, we encourage commentary on existing articles. These commentaries will be refereed and are presented together with the original article in later editions of the journal.
Most Recent
Mathematics Teachers’ Participatory Patterns Between Face-to-Face and Virtual Professional Learning Environments
This article reports on how mathematics teachers connect face-to-face and virtual professional learning communities by expanding the notion of lurker and broker within both environments. Through an analysis of 18 interviews with K-12 mathematics teachers, categories of participation are presented to describe the nuances between the ways mathematics teachers connect learning experiences across learning environments. This article provides examples of the ways mathematics teachers leverage learning within one space to broker information in the other. Methodological and practical implications of this research are discussed. Methodologically, this article presents the usage of artifact-stimulated recall during interviews to promote reflection of virtual learning interactions. Practically, this article seeks to push the field of mathematics teacher’s professional learning beyond traditional forms of learning to see the value of informal learning in virtual spaces.
Learning Mathematics with Mathematical Objects: Cases of Teacher-Made Mathematical Manipulatives
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.
Impacts of Microcredentials on Teachers’ Understanding of Instructional Practices in Elementary Mathematics
Microcredentials are a promising means for expanding teacher access to high quality professional development. This study examined the effectiveness of online, self-paced microcredential courses designed for teachers working in underserved rural communities. The content of these competency-based microcredentials centered on recommended instructional strategies from the What Works Clearinghouse practice guides of the Institute of Education Sciences. To examine the effectiveness of the microcredentials, teacher participants were randomly assigned to one of two microcredentials on elementary mathematics, one on teaching word problems and the other on teaching fractions. Participants (n = 573) completed the pre-post assessments for each course, and follow-up interviews were conducted with a subset of participants (n = 65). Results revealed both microcredential courses were effective in increasing participants’ knowledge of evidence-based instructional practices targeted in their respective microcredential. The authors suggest that online microcredentials present an accessible and affordable means for teacher professional development, especially in locations or situations where face-to-face professional development is challenging.