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Math Walks as a Vehicle for Educators and Students to See Math Around Them
Abstract
In this exploratory case study situated at an urban school and community center, participant reactions to informal learning activities centered around math walks are described and analyzed. Site-specific math walks, designed by a multi-organizational team that included educators and children from the learning site, represent a place- and inquiry-based math experience that students, families, and educators experienced through three sets of informal learning activities: an afterschool club, a family STEM night, and summer camps. Data on the nature of student responses to math walk activities and the perceptions of educators to these activities as well as the connections they made to their teaching practice are presented. This study draws on interest theory, problem-posing in mathematics education, and culture as a critically important aspect of all learning activities.
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