Breakout Room #1

12:30-12:45 Rawia Zuod (University of Western Ontario)

Computational Thinking (CT) Activities in Mathematics Education For Fourth Grade in the Hashemite Kingdom of Jordan: Activities, Benefits, Challenges, and Perspective

This PhD qualitative study explores the nature of engagement during computational thinking (CT) activities conducted for mathematics education in the Hashemite Kingdom of Jordan of the year 2022- 2023. It specifically takes the case of mathematics activities in which computational thinking (CT) is integrated. This study investigates: the ways that students interact during computational thinking activities conducted in computational thinking (CT) workshops; the challenges and benefits to students when they will work on computational thinking (CT) activities; as well as feedback and suggestions from students following the computational thinking (CT) activities. This PhD study is framed in the constructionist framework of learning. The data contains 28 students participated in two sessions of computational thinking workshop in different periods of time and from three different Jordanian schools.

Breakout Room #1

12:45-1:00 Anjali Khirwadkar (Brock University); Shannon Welbourn (Brock University) Hands-on Learning Experiences in Digital Spaces for Preservice Teachers: Developing TPACK for Teaching Elementary Mathematics

The Math makerspaces exploring digital spaces for the year one teacher candidates in Primary Junior Intermediate (PJI) program were spread across two days. One of the objectives of the study is to inspire preservice teachers’ development of TPACK knowledge through their participation in making activities. Data sources included an ‘exit’ ticket questionnaire, videos, pictures, and researchers’ notes. Pre-service teachers found the math makerspace activities to be engaging which helped them in developing their TPACK knowledge. Further, they noted that working on coding activities and online synchronous-making activities supported creativity, critical thinking, as well as the development of computational thinking skills.

Breakout Room #2

12:30-12:45 Jennifer Holm (Wilfrid Laurier University)

Using Video-Based Modules to Support Mathematics Development of Teachers

This presentation focuses on initial findings of using online video-based modules to support the development of mathematics for teaching. The initial findings support the benefit of giving extra time to focus on the mathematics and have led to interesting observations about how online courses could support mathematics for teaching. In this presentation, I will share the rationale and structure of the online program, the observations using examples from the pilot study, and the changes that have been made to support a wider benefit for the project.

Breakout Room #2

12:45-1:00 Marisol Santacruz-Rodriguez (Universidad del Valle); Ana Isabel Sacristan (Cinvestav); Chantal Buteau (Brock University); Joyce Mgombelo (Brock University) Eric Muller (Brock University)

Computer programming as a Mathematical instrument and a resource for future teachers

As part of a 5-year naturalistic on-going research, we examine how preservice mathematics teachers enrolled in the Mathematics Integrated with Computers and Applications (MICA) program at Brock University, use computer programming as a computational thinking instrument for their own mathematical learning, and for educational resources they create for others. Using the instrumental framework and the documentational approach, we examine how the MICA program presents opportunities so that computer programming becomes both a personal instrument as well as a professional resource. We present findings that illustrate the phases of some of the future teachers’ personal and professional instrumental and documentational geneses.

Breakout Room #3

12:30-12:45 Nkechi Ibeh (Ontario Tech University); Ami Mamolo (Ontario Tech University)

A Model for design as Intention: An Example of a Task about Math in Society

Designing tasks that authentically bring real world issues and contexts into math classes can help provoke curiosity and critical thinking amongst students, while shedding light on innumeracy’s manifestations and effects in society. Nonetheless, creating such tasks can be difficult due to the need to balance different pedagogical goals and intentions. Here, I present a new model for designing math tasks that aim to foster conceptual understanding of the mathematics in real world issues through the use of a technology-rich task. Through this model, we explore how technological tools and interactive visual displays of data can be designed to support adult learning about mathematics in societal issues. The tetrahedral structure of the model serves a dual purpose. The skeleton provides a frame through which to delineate and articulate the mathematical intentions of the task. The surface of the faces provides a mechanism through which to capture and analyze how those intentions could be realized within the design of the task, interpreting the interplay and potential realization of intentions. We illustrate the power of this model by exemplifying its use in framing and analyzing a task designed for adult learners that seeks to tackle mathematical misinformation regarding health implications of Genetically Modified Organisms.

Breakout Room #3

12:45-1:00 Deborah Benhamu; Esther Geva (OISE)

The Math Vocabulary Measure: A Pilot Measure to Assess Students’ Knowledge of Mathematics Academic Vocabulary

Although mathematics is often considered to be an international language, the learning and teaching of mathematics is greatly dependent on language. In particular, math academic vocabulary is closely bound to students’ conceptual understanding of mathematics. The Math Vocabulary Measure was developed to assess students’ knowledge of math academic vocabulary in isolation from metalanguage and content knowledge. The tool was administered to 39, grade 3 students,17 of whom were ESL, and tested against the Peabody Picture Vocabulary Test. Results indicated that the two measures were positively correlated, suggesting that the Mathematics Vocabulary Measure is a valid measure of vocabulary. As such, the Mathematics Vocabulary Measure can be used alongside math assessments to ensure that a students’ performance on a math assessment is not negatively impacted by their unfamiliarity with academic vocabulary.