STEM Center Africa
Promoting STEM Education in Africa and Beyond
This section contains works (authored or co-authored; published or presentations) from my ongoing Ph.D. studies in mathematics education at Montclair State University. Learn more about our Maker Project
Akuom, D., & Greenstein, S. (2021, Submitted). Prospective Mathematics Teachers' Designed Manipulatives As Anchors For Their Pedagogical and Conceptual Knowledge [PDF]
Akuom, D., & Greenstein, S. (2020). Prospective Teachers’ Design Decisions, Rationales, and Resources: Re/claiming Teacher Agency Through Mathematical Making [PDF]
Pomponio, E., Greenstein, S., & Akuom, D. (under review). Finding Harmony in Dissonance: An Enactivist Analysis of Mathematical Problem Solving Across Multiple Artifacts.
Greenstein, S., Jeannotte, D., Fernández, E., Davidson, J., Pomponio, E., & Akuom, D. (2020). Exploring the Interwoven Discourses Associated with Learning to Teach Mathematics in a Making Context. In A.I. Sacristán, J.C. Cortés-Zavala & P.M. Ruiz-Arias, (Eds.). Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Mexico (pp. 810-816). Cinvestav/AMIUTEM/PME-NA.
Pomponio, E., Greenstein, S., & Akuom, D. (2020). Making Sense of Senseless Things: An Enactivist Analysis of Harmony and Dissonance in Problem Solving. In A.I. Sacristán, J.C. Cortés-Zavala & P.M. Ruiz-Arias, (Eds.). Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Mexico (pp. 1015-1016). Cinvestav/AMIUTEM/PME-NA.
Pomponio, E., Davidson, J., Greenstein, S., Fernández, E., Jeannotte, D., & Akuom, D. (2020, October 10-11). ReMaking Teacher Learning: Designing Objects-to-Teach-With to Promote Mathematics Education Reform [Panel Presentation]. FabLearn 2020 Conference – Making as Resistance and Resilience, Columbia University, Teachers College, NY.
Prospective Mathematics Teachers’ Designed Manipulatives As Anchors for Their Pedagogical and Conceptual Knowledge
This research findings illustrate how the designs possibly mediate – or be some sort of anchor for – the PMTs pedagogical visions
The Personal, Pedagogical, And Problem-Solving Possibilities of Mathematical Making in Teacher Preparation [Link]
In this presentation, we share what we’ve learned about how the designing and testing of 3-D printed manipulatives by prospective elementary mathematics teachers (PMTs) acts as a creative process that reveals the potential benefits of mathematical Making in teacher learning. [Link]
Exploring preservice teachers’ knowledge development through Making, specifically, how their engagement in 3-D designing and printing, and subsequently practicing with the manipulative designed supports their teaching and learning of mathematics.
Navigating meaning-making in the collaborative problem-solving environment: Differences in teacher and student's thinking, meaning, naming, perception, and doing of fraction problems
Students' reasoning and argumentation of taxi-cab mediated by the scratch programming environment