After-School: An Innovative Model to Better Understand the Mathematics Learning of Latinas/os

Khisty, Lena Licón; Willey, Craig

doi:10.1007/978-94-007-4304-5_16

“…These developments have advanced complex and learner-centered approaches to mathematical inquiry; they have also modeled novel pedagogy for pre-service teachers. However, many of these experiences simulate everyday practices, privilege classrooms as the container for technology-rich mathematical inquiry (Klein, 2007), and seldom reflect the cultures of K-12 students from nondominant backgrounds (Khisty & Willey, 2013). Technological and pedagogical innovation in mathematics teacher education often remains stuck inside university classrooms, disconnected from the people and places that comprise everyday mathematical knowledge and practice.…”

Section: Background: Disciplinary Inquiry Across Settingsmentioning

confidence: 99%

Mobile inquiry-as-play in mathematics teacher education

Holden

¹

2016

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This study describes the feasibility of designing and fostering pre-service teacher inquiry at the intersection of community and disciplinary engagement. Mapping My Math (MMM), a gamebased and mobile learning activity, guided pre-service teachers in playfully exploring mathematics featured in the everyday activities of people and places, and creatively representing this inquiry with digital media. This study draws from design-based research that examined the role of place, digital media, and mobility in mathematics teacher education. Design narrative methods describe how MMM was created, implemented, and refined to support disciplinary inquiry across settings given the evolution of tools, activities, and practices. The study and design narrative address the following question: How can game-based and mobile learning be designed to support pre-service teachers' disciplinary inquiry of everyday mathematics? Findings shared in this study's design narrative attend to the quality of pre-service teachers' inquiry-as-play, or expressive mobility situated amongst learners' social and material relations, disciplinary concepts, and the built environment. Implications from this study concern: the role of mobile learning in mathematics teacher education to connect school, community, and online settings; the potential of gameful design to impact pre-service teacher learning across settings; and the importance of fostering disciplinary inquiry whereby pre-service teachers can "navigate" their own learning. Game-based and mobile learning designs, like MMM, can create the conditions for cross-setting mobility as generative of inquiry-as-play in mathematics teacher education. MMM encouraged pre-service teachers to playfully leverage disciplinary practices that shaped new relationships with mathematics, their city, and the mathematics of place and community.

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“…These developments have advanced complex and learner-centered approaches to mathematical inquiry; they have also modeled novel pedagogy for pre-service teachers. However, many of these experiences simulate everyday practices, privilege classrooms as the container for technology-rich mathematical inquiry (Klein, 2007), and seldom reflect the cultures of K-12 students from nondominant backgrounds (Khisty & Willey, 2013). Technological and pedagogical innovation in mathematics teacher education often remains stuck inside university classrooms, disconnected from the people and places that comprise everyday mathematical knowledge and practice.…”

Section: Background: Disciplinary Inquiry Across Settingsmentioning

confidence: 99%

Mobile inquiry-as-play in mathematics teacher education

Kalir¹

2017

Preprint

0

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This study describes the feasibility of designing and fostering pre-service teacher inquiry at the intersection of community and disciplinary engagement. Mapping My Math (MMM), a gamebased and mobile learning activity, guided pre-service teachers in playfully exploring mathematics featured in the everyday activities of people and places, and creatively representing this inquiry with digital media. This study draws from design-based research that examined the role of place, digital media, and mobility in mathematics teacher education. Design narrative methods describe how MMM was created, implemented, and refined to support disciplinary inquiry across settings given the evolution of tools, activities, and practices. The study and design narrative address the following question: How can game-based and mobile learning be designed to support pre-service teachers' disciplinary inquiry of everyday mathematics? Findings shared in this study's design narrative attend to the quality of pre-service teachers' inquiry-as-play, or expressive mobility situated amongst learners' social and material relations, disciplinary concepts, and the built environment. Implications from this study concern: the role of mobile learning in mathematics teacher education to connect school, community, and online settings; the potential of gameful design to impact pre-service teacher learning across settings; and the importance of fostering disciplinary inquiry whereby pre-service teachers can "navigate" their own learning. Game-based and mobile learning designs, like MMM, can create the conditions for cross-setting mobility as generative of inquiry-as-play in mathematics teacher education. MMM encouraged pre-service teachers to playfully leverage disciplinary practices that shaped new relationships with mathematics, their city, and the mathematics of place and community. Author BioJeremiah Holden is a teacher educator and learning scientist whose interests and design-based research concerns learning across settings, educators' design of games, and mobile learning. As Assistant Professor of Information and Learning Technologies at the University of Colorado Denver School of Education and Human Development, Jeremiah is a Creative Research Collaborative Fellow and also a member of the University of Colorado's President's Teaching and Learning Collaborative. His current research examines research-practice partnerships that support classroom teachers in designing game-based and mobile learning for interdisciplinary inquiry and civic engagement across school, online, and community settings. 2A brisk morning with monochrome gray midwestern skies. 24 pre-service teachers leave their university classroom. Walking across campus, they carry personal mobile devices and maps, as well as concepts like the geometric properties of shapes and units of measurement. Divided into eight teams, pre-service teachers engage in a playful curricular module, their mobile investigation and interpretation concerning mathematics situated among familiar settings and...

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“…STEM skills are becoming increasingly essential for participation in the globalized economy. School settings provide time for STEM learning, but offering additional STEM opportunities outside the classroom through expanded and extended programs is viewed by many educators as important to increase student access to and engagement in STEM (Barron, Wise, and Martin, 2012;Khisty and Willey, 2012;Krishnamurthi, Ottinger, and Topol, undated;Cullum et al, 2008;Hynes and Dos Santos, 2007). Research suggests that STEM learning opportunities can be enhanced through integrative approaches within classrooms, extended programs, or expanded programs (Sanders, 2009, p. 21;Bevan and Michalchik, 2013).…”

Section: Administrator and Teacher Professional Developmentmentioning

confidence: 99%

Mathematics Audit of the DoDEA Schools: 2014-2015

Karam¹,

Stecher²,

Tsai³

et al. 2016

0

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This document and trademark(s) contained herein are protected by law. This representation of RAND intellectual property is provided for noncommercial use only. Unauthorized posting of this publication online is prohibited. Permission is given to duplicate this document for personal use only, as long as it is unaltered and complete. Permission is required from RAND to reproduce, or reuse in another form, any of its research documents for commercial use. For information on reprint and linking permissions, please visit www.rand.org/pubs/permissions.The RAND Corporation is a research organization that develops solutions to public policy challenges to help make communities throughout the world safer and more secure, healthier and more prosperous. RAND is nonprofit, nonpartisan, and committed to the public interest.RAND's publications do not necessarily reflect the opinions of its research clients and sponsors.Support RAND Make a tax-deductible charitable contribution at www.rand.org/giving/contribute www.rand.org Library of Congress Cataloging-in-Publication Data For more information on this publication, visit www.rand.org/t/RR1272Published by the RAND Corporation, Santa Monica, Calif. © Copyright 2016 RAND CorporationR® is a registered trademark. Cover: Constantinos/Fotoliaiii PrefaceThe Department of Defense Education Activity (DoDEA) operates 181 schools to educate military dependents. The schools are located in 11 foreign countries, seven states, Guam, and Puerto Rico. DoDEA is committed to providing a high-quality education for the dependents of military and civilian employees. The Community Strategic Plan for school years 2013-2014 through 2017-2018 commits DoDEA to implement the Common Core State Standards in mathematics (to which DoDEA refers as the College and Career Readiness [CCR] standards). Efforts to change from the 2009 DoDEA mathematics standards to the CCR standards began in earnest during the 2014-2015 school year, with the CCR mathematics standards to be rolled out in elementary schools starting in school year 2015-2016 and scaled up the following school year to middle and high schools. This study was designed to support the transition to the new standards by examining the extent to which DoDEA's existing mathematics program was consistent with best mathematics education practices and by offering suggestions for improving the implementation of the CCR standards in mathematics. Some of the recommendations, such as aligning the CCR standards with new assessments, appear dated because, by the time the report was completed and reviewed, DoDEA had already taken some steps. The study employed a qualitative approach to examine the existing mathematics program and the initial efforts DoDEA was taking to align the mathematics program and practices with the CCR standards in mathematics.This research was sponsored by the DoDEA and conducted within the Forces and Resources Policy Center of the RAND National Defense Research Institute, a federally funded research and development center sponsored by the Office ...

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After-School: An Innovative Model to Better Understand the Mathematics Learning of Latinas/os

Cited by 5 publications

References 21 publications

Mobile inquiry-as-play in mathematics teacher education

Mobile inquiry-as-play in mathematics teacher education

Mobile inquiry-as-play in mathematics teacher education

Mathematics Audit of the DoDEA Schools: 2014-2015

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