Using Technology to help Pre-Service Teachers Extend Elementary Student Understanding of Multi-Cultural and Social Justice Issues
Location
Boston 2&3
Session Format
Presentation
Abstract
This session will explore how 34 elementary education pre-service teachers in a mathematics methods course designed grade 3-5 tasks that used real-world digital data to design mathematical models that promote understanding or reasoning relating to issues of equity. We will review: 1) the different types of digital resources pre-service teachers identified to collect or evaluate real-world data relating to a multi-cultural or social justice issues; 2) how PSTs’ activity designs encouraged or discouraged upper elementary students to build mathematical models exploring and reasoning about those issues, and 3) PSTs’ final reflections on what they learned from their experience designing and implementing their tasks.
Keywords
elementary mathematics, technology, pre-service teachers, equity
Professional Bio
Kristy Litster is an Assistant Professor at Valdosta State University (U.S.) in the Department of Teacher Education, and the program coordinator for the Valdosta State University Elementary Education Master’s Program. Her specialization is in curriculum and instruction, with a concentration in mathematics education and leadership. Dr. Litster’s research interests are focused on relationships between instructional practices and student-enacted levels of cognitive demand in elementary mathematics. She also works with preservice and in-service teachers to develop high cognitively demanding mathematics tasks to engage, enhance, and extend student learning in both face-to-face and digital learning environments.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 3.0 License
Recommended Citation
Litster, Kristy, "Using Technology to help Pre-Service Teachers Extend Elementary Student Understanding of Multi-Cultural and Social Justice Issues" (2024). Georgia Educational Research Association Conference. 10.
https://digitalcommons.georgiasouthern.edu/gera/2024/2024/10
Using Technology to help Pre-Service Teachers Extend Elementary Student Understanding of Multi-Cultural and Social Justice Issues
Boston 2&3
This session will explore how 34 elementary education pre-service teachers in a mathematics methods course designed grade 3-5 tasks that used real-world digital data to design mathematical models that promote understanding or reasoning relating to issues of equity. We will review: 1) the different types of digital resources pre-service teachers identified to collect or evaluate real-world data relating to a multi-cultural or social justice issues; 2) how PSTs’ activity designs encouraged or discouraged upper elementary students to build mathematical models exploring and reasoning about those issues, and 3) PSTs’ final reflections on what they learned from their experience designing and implementing their tasks.
