In this study, we use design-based methods to develop a game to aid instructors in creating high-quality LASW opportunities for prospective teachers. Games have the potential to provide a situated, action-oriented, embodied experience where teachers can take the “projective identity” of students or other teachers (Gee, 2003). In addition, games can trigger emotional and psychological responses that spark empathy and perspective taking (Boltz et al., 2015). Actions and choices that players make in the game are “pleasantly frustrating” and playful (Gee, 2003). This embodied experience within a game can help teachers to develop empathy for students’ perspective and approximate desirable practices around LASW.
Pershan, M., & Kim, Y. (2017, May 25). Baldermath: A DesignBased Research Approach to Developing a Game for Student Work Analysis. https://doi.org/10.31235/osf.io/a7c8b
Pershan, Michael, and YJ Kim. “Baldermath: A Designbased Research Approach to Developing a Game for Student Work Analysis.” SocArXiv, 25 May 2017. Web.
Pershan, Michael, and YJ Kim. 2017. “Baldermath: A Designbased Research Approach to Developing a Game for Student Work Analysis.” SocArXiv. May 25. doi:10.31235/osf.io/a7c8b.
Simulating more Equitable Discussions: Using Teacher Moments And Practice Based Teacher Education In Mathematical Professional Learning
Let’s hit the refresh button (a couple of times): Reimagining math curriculum and teacher learning to broaden participation in the math of the future