Skip to main content
Mobile Inquiry-As-Play in Mathematics Teacher Education
ILT Faculty Publications
  • Jeremiah I. Holden, School of Education and Human Development at the University of Colorado Denver
Document Type
Publication Date
Purpose This study aims to describe the feasibility of designing and fostering pre-service teacher inquiry at the intersection of community and disciplinary engagement. Mapping My Math (MMM), a game-based and mobile learning activity, guided pre-service teachers in playfully exploring mathematics featured in the everyday activities of people and places and creatively representing this inquiry with digital media. Design/methodology/approach This study draws from design-based research that examined the role of place, digital media and mobility in mathematics teacher education. Design narrative methods describe how MMM was created, implemented and refined to support disciplinary inquiry across settings given the evolution of tools, activities and practices. The study and design narrative address the following question: How can game-based and mobile learning be designed to support pre-service teachers’ disciplinary inquiry of everyday mathematics? Findings Findings shared in this study’s design narrative attend to the quality of pre-service teachers’ inquiry-as-play, or expressive mobility situated amonglearners’ social and material relations, disciplinary concepts and the built environment. Research limitations/implications Implications from this study concern the role of mobile learning in mathematics teacher education to connect school, community and online settings; the potential of gameful design to impact pre-service teacher learning across settings; and the importance of fostering disciplinary inquiry whereby pre-service teachers can “navigate” their own learning. Originality/Value Game-based and mobile learning designs, like MMM, can create the conditions for cross-setting mobility as generative of inquiry-as-play in mathematics teacher education. MMM encouraged pre-service teachers to playfully leverage disciplinary practices that shaped new relationships with mathematics, their city and the mathematics of place and community.
Citation Information
Holden, J. (2016). Mobile inquiry-as-play in mathematics teacher education. On the Horizon, 24(1), 71-81.