Using Pedometers in Elementary Mathematics and Science Methods Courses

Ye Sun, Jim Rye, Sarah Selmer


This study broadens the knowledge base about how to use pedometers to further pre-service teachers’ (PT) understanding of measurement: a key concept in science and mathematics education at the elementary level. Two groups of elementary PT—one enrolled in a science methods and the other enrolled in a mathematics methods course at a major university in the MidAtlantic region of United States— completed instruction on how to use pedometers as a technology tool to teach mathematics and science. Lesson plans developed by the PT were collected, and a 40-item instrument to measure attitudes about pedometers, mathematics and science was administered at the end of each course. Data, measurement, and number were the most common mathematics standards targeted by PT lesson plans. No statistically significant differences were found between PT enrolled in science and mathematics methods courses on their perceptions of technology and pedometers as a technology tool.  However, PT in the science methods course rated more highly (F = 4.90, p = .03) science-mathematics integration. Future research should examine more extensively a coordinated pedometer experience where the same cohort of PT pose questions and collect data in science methods, then analyze/represent that data in math methods.

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Journal of Mathematics Research   ISSN 1916-9795 (Print)   ISSN 1916-9809 (Online)

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