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

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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]
Copyright of Conference Papers -- Psychology of Mathematics & Education of North America is the property of Psychology of Mathematics & Education of North America and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: ELEMENTARY PRESERVICE TEACHER PERCEPTIONS OF USING TECHNOLOGY TO MODEL EQUITY ISSUES.
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  Data: *<searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+leadership%22">Educational leadership</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+students%22">Mathematics students</searchLink>
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  Label: Abstract
  Group: Ab
  Data: 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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  Label:
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  Data: <i>Copyright of Conference Papers -- Psychology of Mathematics & Education of North America is the property of Psychology of Mathematics & Education of North America and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Code: eng
        Text: English
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      Pagination:
        PageCount: 7
        StartPage: 1130
    Subjects:
      – SubjectFull: Student teachers
        Type: general
      – SubjectFull: Mathematics education
        Type: general
      – SubjectFull: Teaching methods
        Type: general
      – SubjectFull: Educational leadership
        Type: general
      – SubjectFull: Curriculum
        Type: general
      – SubjectFull: Mathematics students
        Type: general
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      – TitleFull: ELEMENTARY PRESERVICE TEACHER PERCEPTIONS OF USING TECHNOLOGY TO MODEL EQUITY ISSUES.
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            NameFull: Litster, Kristy
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            – D: 01
              M: 01
              Text: 2024
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              Y: 2024
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            – TitleFull: Conference Papers -- Psychology of Mathematics & Education of North America
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