Pre-service Teacher Perceptions in Integrating Maker-Centered Learning in their Mathematics and Education Initial Teacher Education Programme

Cornelia Connolly, Sean O Gorman, Tony Hall, Raquel Hijón-Neira


This paper describes an innovative programme ‘C24M2 : Creative Coding for Math’s Makers’, in an undergraduate concurrent teacher education degree programme. Using the Makerspace in a University setting, the programme fostered a culture of creativity and innovation through combining mathematics and the more widely recognized STEM subjects. In addressing the challenge of preparing teachers effectively to teach key STEM areas, such as computational thinking, in an engaging and effective way, this paper describes a maker-design and structure, integrating physics with computer coding, to address the challenge in preparing student teachers of mathematics. The paper aims to validate and explore the pre-service teachers’ perceptions of computer science and demonstrates the potential of maker-centered learning as a powerful context for promoting and enhancing STEM education, both amongst pupils and pre-service teachers. This paper examines if the design of the C24M2 fosters a positive attitude towards computing for this set of pre-service teachers. The research conducted addresses the salient issues in sustaining and integrating maker-centered learning more widely and systematically within education, particularly the need to support teacher professional development in maker-centered learning to mediate sustainable, high impact learning in schools and other educational settings.

Paraules clau

Computer science education; mathematics education; makerspace learning; pre-service teacher education

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