Doing Mathematics in a School Makerspace: Representing Proportional Reasoning Through Designing Digital Homes

In this pilot study, we extend existing research in the field of mathematics-focused maker-based STEM educationSTEM education. Specifically, we report on the ways in which seventh-grade students represented their knowledge of proportional reasoningProportional reasoning as they created digital 3-dimensional models of their dream homes in a school makerspaceMakerspace STEM integrated activity. Using a directed content analysis, we examined written, verbal, and visual data collected from the students across the project. Results indicated that students represented their understanding of proportional reasoningProportional reasoning through open-ended written responses more accurately than through verbal descriptions or digital artifactsDigital artifacts. In addition, the geometric and numeric dimensionsGeometric and numeric dimensions of proportional reasoningProportional reasoning, and their respective components were represented more often by students than any other dimension of proportional reasoningProportional reasoning across the data. This suggests a maker-based instructional approach to teaching proportional reasoningProportional reasoning in the middle grades may help students gain a solid foundation in those mathematical components and twenty-first century skillsTwenty-first century skills such as communicationCommunication and collaborationCollaboration. Implications and recommendations for practice and research are discussed.