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"Shutting the Box": Fostering Collaboration Among Early Grades and Secondary Preservice Teachers Through Authentic Problem Solving
Article

, Miami University (Ohio), United States

CITE Journal Volume 6, Number 4, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

In this paper are discussed recent efforts to provide preservice mathematics teachers with opportunities to connect elementary teaching methods and content with the content and methods of secondary school mathematics. Through an in-depth exploration of the game, Shut the Box, preservice elementary and secondary mathematics teachers thoughtfully analyzed and manipulated computer-generated output, developed and tested their own conjectures, and collaboratively answered questions involving theoretical probabilities across courses and content levels. Through their collaboration, the preservice teachers gained a better appreciation of mathematics content and pedagogical strategies that lie beyond the grades they will likely teach, as they reconsidered the importance of content and pedagogical knowledge at every level of mathematics instruction. These interactions are considered in this document through a discussion of the mathematical underpinnings of the popular board game.

Citation

Edwards, M.T. (2006). "Shutting the Box": Fostering Collaboration Among Early Grades and Secondary Preservice Teachers Through Authentic Problem Solving. Contemporary Issues in Technology and Teacher Education, 6(4), 374-398. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved November 20, 2019 from .

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