Greenstein, S., & Fernández, E. (2023). Learning mathematics with mathematical objects: Cases of teacher-made mathematical manipulatives. Contemporary Issues in Technology and Teacher Education, 23(1). https://citejournal.org/volume-23/issue-1-23/mathematics/learning-mathematics-with-mathematical-objects-cases-of-teacher-made-mathematical-manipulatives-2

Learning Mathematics with Mathematical Objects: Cases of Teacher-Made Mathematical Manipulatives

by Steven Greenstein, Montclair State University; & Eileen Fernández, Montclair State University

Abstract

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.

We are pleased to announce a new feature of the CITE Journal in this issue. We are establishing an open-source Educational CAD Model Repository that can be used to store designs for physical objects that can be fabricated using 3D printers, laser cutters, digital die cutters and other fabrication tools available in maker spaces. A new section of the journal, Objects to Think With: Educational Fabrication and Design, has also been added to take advantage of this new capability. This section of the journal is sponsored by the International Technology and Engineering Education Association (ITEEA), which joins the other five associations (AMTE, ASTE, ELATE / NCTE, CUFA / NCSS, and SITE) that jointly sponsor and publish the CITE Journal.

We are equally pleased to copublish an inaugural article that demonstrates the potential of these new capabilities: “Learning Mathematics with Mathematical Objects: Cases of Teacher-Made Mathematical Manipulatives” by Steven Greenstein and Eileen Fernández. This article describes ways in which preservice elementary teachers design and fabricate original math manipulatives in their teacher education program at Montclair State University. These case studies examine ways in which this process enhances students’ mathematical reasoning, sense-making, and understanding. The authors share the designs the preservice teachers created, as well as the preservice teachers’ evaluations of the objects they made based on use with students. The cases described in the paper will be of interest to CITE-Math Education readers, providing insight into creative ways to use maker technologies to support preservice teachers’ awareness about use of physical objects to support student learning.

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