Prepare2Nspire

Clarkson, Lesa M. Covington; Forrester, Jessica V.; Gullickson, Elena A. Contreras

doi:10.4018/978-1-7998-9678-4.ch014

Cited by 3 publications

(1 citation statement)

References 10 publications

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“…One key asset of the program that remains consistent is the emphasis on relationship building and intentional collaboration. Students feel supported both socially and academically and tutors gain skills that they can apply in their next positions after graduating from the university (Covington Clarkson et al, 2023). There is no denying the impact P2N has on those directly involved as well as the North Minneapolis community at large.…”

Section: Introductionmentioning

confidence: 99%

Cultivating Mathematical Proficiencies and Identities through Culturally and Community Inspired Activities

Forrester

Clarkson

2023

prometeica

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Utilizing culturally-conscious teaching promotes instruction that values the cultural knowledge and experiences of ethnically diverse students. This qualitative study centers culturally responsive teaching (Gay, 2002) and community cultural wealth (Yosso, 2005) to contextualize mathematics learning for an after-school tutoring program in North Minneapolis, Prepare2Npsire. The aim of this research was to use a community-based participatory action research approach to: 1) explore the culture wealth of North Minneapolis, 2) create culturally responsive mathematics activities for Prepare2Nspire. Two activities were developed to center community assets and youth empowerment. The goal of these activities was to strengthen community, curriculum, and classrooms by intentionally connecting students’ multidimensional identities with mathematical learning. Specially, Muhammad’s (2020) culturally and historically responsive literacy framework was adapted using a mathematical lens to: 1) Create tasks that build mathematical proficiencies and 2) Create tasks that cultivate mathematical identities. The emphasis on participatory, community-based, and action-oriented practices in this study encouraged the disruption of deficit-based assumptions of communities while also creating joy-filled learning opportunities for Prepare2Nspire attendees.

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Section: Introductionmentioning

confidence: 99%

Cultivating Mathematical Proficiencies and Identities through Culturally and Community Inspired Activities

Forrester

Clarkson

2023

prometeica

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My brother’s keeper: A case study examining a mentoring relationship between African American males

Forrester,

Covington Clarkson,

Contreras Gullickson

2023

Community Development

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Bridging the Digital Divide in Design and Mathematics through an Immersive Maker Program for Underrepresented Students

Asojo¹,

Clarkson²,

Vo³

2023

Pedagogy, Learning, and Creativity

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Maker spaces engage students in learning by empowering them to explore ideas and problem-solving in a hands-on environment using digital and/or physical modalities. Design-based programs like this can increase learning by fostering student autonomy and promoting problem-solving and sensemaking. Our interdisciplinary team of researchers at this Midwest university, in conjunction with community partners, offered a program targeted at underrepresented and minority students in a school zone with an exceptionally high educational achievement gap, one of the worst in the nation. Our state ranks 48th and 50th in the high school graduation rates for African American and Hispanic students, respectively. Our work focused on design and mathematics learning and on using maker spaces to bridge the digital divide to create opportunities for underrepresented students. This chapter describes how we developed a culturally responsive pedagogy for underrepresented K-12 students to learn about design and mathematics. We share some short-term outcomes of providing equal access to immersive curricula to underrepresented students, and describe how we bridged learning losses due to the impact of the COVID-19 pandemic.

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Prepare2Nspire

Cited by 3 publications

References 10 publications

Cultivating Mathematical Proficiencies and Identities through Culturally and Community Inspired Activities

Cultivating Mathematical Proficiencies and Identities through Culturally and Community Inspired Activities

My brother’s keeper: A case study examining a mentoring relationship between African American males

Bridging the Digital Divide in Design and Mathematics through an Immersive Maker Program for Underrepresented Students

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