Title of Abstract
The Validity and Reliability of Using Pinterest as a Source for Early Childhood Math Lesson Plans
College
College of Education
Department
Curriculum & Pedagogy
Abstract
The primary goal of this research paper is to communicate the findings of eighty-four quantitative entries and one hundred and one qualitative entries detailing the reliability and validity of using the social media platform Pinterest as a legitimate means for planning math lessons for students in pre-K through second grade. In order to prove its relative reliability and validity, the papers of education students enrolled in the course Teaching Mathematics in Early Childhood Education (ECED 350) at Winthrop University in Spring and Fall 2017 were collected, evaluated, and analyzed. Each individual paper included ten pins, each falling under a particular math strand and a corresponding grade level, and each evaluated based on whether they did or did not meet eight different pieces of educational criteria; these data was represented quantitatively by a “1” or a “2” based on whether they met (1) or did not meet (2) the criteria. In addition, each student was required to answer four questions regarding their typical use of Pinterest and other media sources, as well as their findings from their own research. These qualitative data were organized based on the answers and how frequently they occurred. The preliminary findings revealed that there was a strong presence of active engagement in the lesson plans evaluated, but a lack of opportunities for student responses and respect for all students. The findings of this paper are important in that they will guide future educators in how and with what frequency they use Pinterest and other social media platforms to guide their lessons.
Honors Thesis Committee
Crystal Glover, Ph.D.; Lindsay Yearta, Ph.D.; and Bettie Parsons Barger, Ph.D.
Start Date
20-4-2018 1:30 PM
The Validity and Reliability of Using Pinterest as a Source for Early Childhood Math Lesson Plans
West 214
The primary goal of this research paper is to communicate the findings of eighty-four quantitative entries and one hundred and one qualitative entries detailing the reliability and validity of using the social media platform Pinterest as a legitimate means for planning math lessons for students in pre-K through second grade. In order to prove its relative reliability and validity, the papers of education students enrolled in the course Teaching Mathematics in Early Childhood Education (ECED 350) at Winthrop University in Spring and Fall 2017 were collected, evaluated, and analyzed. Each individual paper included ten pins, each falling under a particular math strand and a corresponding grade level, and each evaluated based on whether they did or did not meet eight different pieces of educational criteria; these data was represented quantitatively by a “1” or a “2” based on whether they met (1) or did not meet (2) the criteria. In addition, each student was required to answer four questions regarding their typical use of Pinterest and other media sources, as well as their findings from their own research. These qualitative data were organized based on the answers and how frequently they occurred. The preliminary findings revealed that there was a strong presence of active engagement in the lesson plans evaluated, but a lack of opportunities for student responses and respect for all students. The findings of this paper are important in that they will guide future educators in how and with what frequency they use Pinterest and other social media platforms to guide their lessons.
