ELEMENTARY PRESERVICE TEACHER PERCEPTIONS OF USING TECHNOLOGY TO MODEL EQUITY ISSUES.

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Bibliographic Details
Title:	ELEMENTARY PRESERVICE TEACHER PERCEPTIONS OF USING TECHNOLOGY TO MODEL EQUITY ISSUES.
Authors:	Litster, Kristy¹ klitster@valdosta.edu
Source:	Conference Papers -- Psychology of Mathematics & Education of North America. 2024, p1130-1136. 7p.
Subject Terms:	Student teachers, Mathematics education, Teaching methods, Educational leadership, Curriculum, Mathematics students
Abstract:	This research explores the perceptions of 32 elementary preservice teachers (PSTs) in a mathematics methods course when using real-world digital data to design grade 3-5 tasks that elicit mathematical models relating to issues of equity. Specifically, this research explored PSTs choices relating to types of equity issues, types of digital resources, task design to encourage mathematical modeling, and self-reflection on the experience. Results showed PSTs who focused on multicultural topics generally used qualitative digital sources such as images, articles or videos to set a tone or theme for the math tasks rather than encouraging modeling to explore the topic. In contrast, PSTs who explored social justice issues were more likely to support math modeling using quantitative statistical data from online sources. Self-reflections indicated appreciation and awareness of strengths and weaknesses relating to modeling equity issues. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This research explores the perceptions of 32 elementary preservice teachers (PSTs) in a mathematics methods course when using real-world digital data to design grade 3-5 tasks that elicit mathematical models relating to issues of equity. Specifically, this research explored PSTs choices relating to types of equity issues, types of digital resources, task design to encourage mathematical modeling, and self-reflection on the experience. Results showed PSTs who focused on multicultural topics generally used qualitative digital sources such as images, articles or videos to set a tone or theme for the math tasks rather than encouraging modeling to explore the topic. In contrast, PSTs who explored social justice issues were more likely to support math modeling using quantitative statistical data from online sources. Self-reflections indicated appreciation and awareness of strengths and weaknesses relating to modeling equity issues. [ABSTRACT FROM AUTHOR]