Document Type
Article
Publication Date
2018
College/Unit
College of Education and Human Services
Department/Program/Center
Mathematics
Abstract
With an increased push to integrate coding and computational literacy in K–12 learning environments, teacher educators will need to consider ways they might support preservice teachers (PSTs). This paper details a tinkering approach used to engage PSTs in thinking computationally as they worked with geometric concepts they will be expected to teach in K–5. Experiences programming in Logo to construct authentic artifacts in the form of two-dimensional geometric graphics not only supported PSTs’ understanding of core geometric and spatial concepts, but also helped them to make connections between mathematics and computational literacy. Artifacts and discourse are discussed as they relate to three core considerations: engaging learners to construct authentic artifacts, supporting a communitarian ethos, and supporting various types of rapid feedback.
Digital Commons Citation
Valentine, Keri Duncan, "Tinkering with Logo in an Elementary Mathematics Methods Course" (2018). Faculty & Staff Scholarship. 1984.
https://researchrepository.wvu.edu/faculty_publications/1984
Source Citation
Valentine, K. D. (2018). Tinkering with Logo in an Elementary Mathematics Methods Course. Interdisciplinary Journal of Problem-Based Learning, 12(2). Available at: https://doi.org/10.7771/1541-5015.1754
Comments
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