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

Mathematics and Statistics Department, University of Wisconsin—La Crosse, 1725 State Street, La Crosse, WI 54601, USA
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
Educ. Sci. 2017, 7(2), 45;
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)
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
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Hertel, J.T.; Wessman-Enzinger, N.M. Examining Pinterest as a Curriculum Resource for Negative Integers: An Initial Investigation. Educ. Sci. 2017, 7, 45.

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