Making “Math Making” Virtual - A journal of educational research and practice 2020 Vol. 29 (2) 30-36

Oct 15, 2026

Uploaded by Mary Man

COVID-19 required university professors to redesign mathematics learning for virtual delivery, especially in elementary teacher preparation. This article examines how to re-envision a mathematics makerspace—an effective environment for introducing preservice teachers to the creative side of mathematics—while addressing the difficulty of replicating its collaborative, hands-on nature online. It presents research-based design decisions for a virtual mathematics makerspace, aiming to support meaningful learning and positive attitudes toward mathematics teaching.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages7

Reading Time18 min

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Abstract

Makerspaces in Brock’s Mathematics Methods Course for Elementary Preservice Teachers

Making Makerspaces Virtual

Brock’s 2020 Virtual Makerspace

Making “Math Making” Virtual A journal of educational research and practice 2020 Vol. 29 (2) 30-36 [https://journals.library.brocku.ca/brocked](https://journals.library.brocku.ca/brocked) Candace Figg, * Anjali Khirwadkar, Shannon Welbourn Brock University Abstract Due to the COVID-19 pandemic, university professors are challenged to re-envision mathematics learning environments for virtual delivery. Those of us teaching in elementary teacher preparation programs are exploring different learning environments that not only promote meaningful learning but also foster positive attitudes about mathematics teaching. One learning environment that has been shown to be effective for introducing preservice teachers to the creative side of mathematics—the mathematics makerspace—promotes computational thinking and pedagogical understandings about teaching mathematics , but the collaborative, hands-on nature of such a learning environment is difficult to simulate in virtual delivery. This article describes the research-based design decisions for the re-envisioned virtual mathematics makerspace. Keywords: makerspaces, making, online learning, teacher preparation, virtual learning environments * candace.figg@brocku.ca The 2020 COVID-19 pandemic brought with it the need for all teachers, even university professors, to adjust delivery of instruction. In the mathematics methods courses offered by Brock University’s Teacher Education program, making mathematics relevant to elementary preservice teachers so that they truly understand the omnipresence of mathematics in daily living had been the greatest challenge until the pandemic required all instruction to move online. Now, faced with designing instruction that ensures modeling of best practices for teaching mathematics, the new challenge is re-envisioning how collaborative mathematics activities can be adjusted to ensure meaningful learning takes place virtually. Specifically, this article reimagines organizing mathematics makerspaces and our design decisions in making“math making” virtual. Makerspaces in Brock’s Mathematics Methods Course for Elementary Preservice Teachers Often faced with comments from preservice teachers that “Math is about following some set rules and procedures” or “Solving mathematical problems overwhelms me so I don’t connect myself with the subject,” Brock’s methods instructors strive to change these negative perceptions about mathematics, which are rooted in the personal encounters of preservice teachers’ K􀀐12 experiences (Akerson, 2017; Bekdemir, 2010), so that the misunderstanding that mathematics is only a subject of rules and procedures is not passed along to future students (Wood, 1988) . A makerspace is “a creative and uniquely adaptable learning environment with tools and materials, which can be physical and/or virtual, where students have an opportunity to explore, design, play, tinker, collaborate, inquire, experiment, solve problems and invent”(Meyer et al. , 2018, p. 3) . With the potential to expose preservice teachers to the creative side of mathematics by providing avenues for play, experimentation, and interdisciplinary connections , makerspaces encourage student acts of knowledge generation rather than mere consumption (Iwata et al. , 2020) . As well, the making mindset that is developed from participating in makerspaces fosters creativity and innovation, risk-taking , and problem-solving by providing a safe environment to explore ideas and inviting the learner to think in different ways with a “can-do attitude” (Dougherty, 2013, p. 9) . Indeed, Brock’s mathematics makerspaces were found to effectively promote holistic mindsets about teaching mathematics in three areas: preservice teachers engaged in computational thinking throughout participation in the makerspace activities and described their thinking in computational terms; they developed confidence with, and knowledge about, how to teach effectively with technology too

FAQs

Why does the article focus on re-envisioning mathematics learning for virtual delivery?

The COVID-19 pandemic forced instruction to move online, requiring educators to adjust how mathematics teaching and learning environments are designed and delivered.

What is a mathematics makerspace, and why is it useful for teacher preparation?

A makerspace is a creative, adaptable learning environment that can be physical and/or virtual, enabling learners to explore, design, collaborate, and invent. It helps preservice teachers develop computational thinking and pedagogical understandings for teaching mathematics creatively.

What challenges arise when moving collaborative makerspace activities to online formats?

The collaborative, hands-on nature of makerspaces is difficult to simulate virtually. The article discusses virtual design choices to preserve meaningful learning while supporting collaboration and feedback.

Oct 15, 2026

Uploaded by Mary Man