Next Article in Journal
An Internet-Based Medicine Education Intervention: Fourth Graders’ Perspectives
Next Article in Special Issue
Making Mathematics Learning More Engaging for Students in Health Schools through the Use of Apps
Previous Article in Journal
Epistemology and Education
Previous Article in Special Issue
The Use of Learning Map Systems to Support the Formative Assessment in Mathematics
Article Menu

Export Article

Open AccessArticle
Educ. Sci. 2017, 7(2), 45; doi:10.3390/educsci7020045

Examining Pinterest as a Curriculum Resource for Negative Integers: An Initial Investigation

1
Mathematics and Statistics Department, University of Wisconsin—La Crosse, 1725 State Street, La Crosse, WI 54601, USA
2
School of Education, George Fox University, 414 N Meridian Street, Newberg, OR 97132, USA
*
Author to whom correspondence should be addressed.
Academic Editor: Patricia S. Moyer-Packenham
Received: 15 January 2017 / Revised: 2 March 2017 / Accepted: 22 March 2017 / Published: 1 April 2017
(This article belongs to the Special Issue Critical Issues in Mathematics Education)
View Full-Text   |   Download PDF [2308 KB, uploaded 1 April 2017]   |  

Abstract

This paper reports an investigation of mathematical resources available on the social media site Pinterest. Pinterest is an online bulletin board where users create visual bookmarks called pins in order to share digital content (e.g., webpages, images, videos). Although recent surveys have shown that Pinterest is a popular reference for teachers, understanding of the mathematical resources available on the site is lacking. To take initial steps in investigating the curriculum resources provided by Pinterest, we used keyword searches to gather a database of pins related to the topic of negative integers. A content analysis was conducted on the pins with a focus on several characteristics including mathematical operations, mathematical models, use of real-world context, and whether mathematical errors were present in source material. Results show a dominance of addition and subtraction over other operations, use of mathematical models in half of pins, infrequent use of real-world context, and mathematical errors in roughly one-third of pins. We provide a breakdown of these results and discuss implications of the findings for mathematics teacher education and professional development. View Full-Text
Keywords: Pinterest; social media; social bookmarking; integers Pinterest; social media; social bookmarking; integers
Figures

Figure 1

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. (CC BY 4.0).

Scifeed alert for new publications

Never miss any articles matching your research from any publisher
  • Get alerts for new papers matching your research
  • Find out the new papers from selected authors
  • Updated daily for 49'000+ journals and 6000+ publishers
  • Define your Scifeed now

SciFeed Share & Cite This Article

MDPI and ACS Style

Hertel, J.T.; Wessman-Enzinger, N.M. Examining Pinterest as a Curriculum Resource for Negative Integers: An Initial Investigation. Educ. Sci. 2017, 7, 45.

Show more citation formats Show less citations formats

Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Article Metrics

Article Access Statistics

1

Comments

[Return to top]
Educ. Sci. EISSN 2227-7102 Published by MDPI AG, Basel, Switzerland RSS E-Mail Table of Contents Alert
Back to Top