La Clase Mágica as a Community Based Expansive Learning Approach to STEM Education

Schuetze, Andrew; Claeys, Lorena; Flores, Belinda Bustos; Sezech, Shannon

doi:10.3224/ijree.v2i2.19545

Cited by 5 publications

(3 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…(Ek, Machado-Casas, Sánchez, & Alanís, 2010, p. 821) Another after-school club under the LCM@UTSA model is Robotics (for a detailed description of Robotics, see Schuetze et al, 2014).…”

Section: La Clase Mágica @ Utsa-nepohualtzitzin Ethnomathematics Clubsmentioning

confidence: 98%

Transnational Alliances:La Clase Mágica—NepohualtzitzinEthnomathematics Club

Prieto

Claeys

González³

2015

Journal of Latinos and Education

Self Cite

View full text Add to dashboard Cite

This article exposes the ancient Nepohualtzitzin as an important contemporary mathematical tool. The design and development of Nepohualtzitzin Ethnomathematics Clubs (NECs) in predominantly Latina/o and low-income schools is also presented. NECs provide informal learning opportunities to develop and strengthen cultural connections to and abilities in mathematics for biculturalbilingual learners, their parents, and teacher candidates. The formation of NECs is made possible through transnational alliances developed over time between the University of Texas at San Antonio, Este artículo expone el antiguo Nepohualtzitzin como herramienta matemática importante y contemporánea. También se incluye el diseño y desarrollo de clubs etnomatemáticos (NECs). Los NECs proveen oportunidades para desarrollar y fortalecer las condiciones culturales y las habilidades matemáticas para los aprendices biculturales y bilingües, sus padres, y docentes. La formación de NECs es posible debido a las alianzas transnacionales que se han desarrollado a través del tiempo entre la

show abstract

“…(Ek, Machado-Casas, Sánchez, & Alanís, 2010, p. 821) Another after-school club under the LCM@UTSA model is Robotics (for a detailed description of Robotics, see Schuetze et al, 2014).…”

Section: La Clase Mágica @ Utsa-nepohualtzitzin Ethnomathematics Clubsmentioning

confidence: 98%

Transnational Alliances:La Clase Mágica—NepohualtzitzinEthnomathematics Club

Prieto

Claeys

González³

2015

Journal of Latinos and Education

Self Cite

View full text Add to dashboard Cite

show abstract

“…In addition to (or alongside of) rethinking curriculum, many of the studies sought to create products outside of the traditional scope of school-based materials. For instance, several SDBEs focused primarily on the analysis of dialogue among youth (Mirra & Garcia, 2022), between young people and adults (DiGiacomo & Gutiérrez, 2017; Lizárraga, 2023; Schuetze et al, 2014; Schwartz et al, 2015; Stornaiuolo & Nichols, 2018; Taylor & Hall, 2013), and among adults (Alhadad et al, 2021; Ehret & Čiklovan, 2020; Fowler-Amato & Warrington, 2017; Kalir & Garcia, 2019) as the participants engaged in joint activity to make things. Here, the analysis leverages informal learning as a pathway toward uncovering the inequitable assumptions and insights that inform formal learning structures so that more just formulations can be created.…”

Section: Design Principles For Collective Thrivingmentioning

confidence: 99%

From Individual to Collective Logics of Thriving: Redesigning K–12 Learning Ecosystems to Support Equitable Civic Futures

Mirra,

Garcia

2023

Review of Research in Education

View full text Add to dashboard Cite

The concept of “thriving” in educational policy refers to a loosely defined mix of academic, socioemotional, and civic outcomes associated with youth well-being. In this chapter, we analyze three focus areas in K–12 education—social emotional learning, 21st-century skills, and digital citizenship—and conclude that they are currently built on an individualistic neoliberal paradigm of learning and success. We argue that this paradigm is incommensurate with the personal, social, and civic flourishing necessary to sustain equitable multiracial democratic futures and offer instead an alternative collective logic of thriving. Our critical metasynthesis of the emergent field of social-design-based experimentation offers design principles educators can use to reorganize collective learning environments to support expansive youth thriving in schools and society.

show abstract

“…They found that students who did service learning had a higher motivation and also showed better ABET outcomes. Schuetze et al [6] also found in their qualitative study at the University of Texas at San Antonio the reciprocal learning benefits for undergraduate students mentoring Hispanic students in preparation for FIRST ® Robotics competitions. They concluded that robotics clubs nurture aspirational and self-efficacy on all participating members of the learning environment.…”

Section: Introductionmentioning

confidence: 92%

Robotics service learning for improving learning outcomes and increasing community engagement

Bhounsule¹,

Chaney²,

Claeys³

et al.

2017 Gulf Southwest Section Conference Proceedings

Self Cite

View full text Add to dashboard Cite

Service Learning (SL) is a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities. Students in a technical elective robotics class in the Mechanical Engineering Department at the University of Texas at San Antonio (UTSA) opted for either a final project or service learning for 25% of their grade. For SL, the students had to work with elementary and middle-school children in San Antonio over a period of 10 weeks to mentor them on building and programming robots with LEGO ® Mindstorms ® for the FIRST ® LEGO ® League tournament. In parallel, the undergraduates also learnt LEGO ® Mindstorms in the class by creating robots for assigned labs. This way they were able to apply concepts taught in the class towards community service. As part of the service learning option, the students completed self-reflection journal entries before-, middle-, and end-of the program. For assessing the SL, the undergraduate students were administered a survey at the end of the program. The self-reflection journal entries indicated that the main challenge faced by the students was their self-doubt about their ability to teach robotic and engineering concepts and to sustain the attention of the children. The surveys indicated that the students felt SL motivated them to learn and improve understanding of the course material. Students also felt that there should be more SL options in the Engineering curriculum. Finally, an analysis of students' grades in the course indicated that those who selected the SL option scored one grade higher than students who did the final project option. Our conclusion is that SL is a promising approach to improve students learning outcomes while benefitting the community.

show abstract

La Clase Mágica as a Community Based Expansive Learning Approach to STEM Education

Cited by 5 publications

References 20 publications

Transnational Alliances:La Clase Mágica—NepohualtzitzinEthnomathematics Club

Transnational Alliances:La Clase Mágica—NepohualtzitzinEthnomathematics Club

From Individual to Collective Logics of Thriving: Redesigning K–12 Learning Ecosystems to Support Equitable Civic Futures

Robotics service learning for improving learning outcomes and increasing community engagement

Contact Info

Product

Resources

About