Success Made Probable: Creating Equitable Mathematical Experiences Through Project-Based Learning

Cross, Dionne I.; Hudson, Rick A.; Adefope, Olufunke; Lee, Mi Yeon; Rapacki, Lauren; Perez, Arnulfo

doi:10.21423/jume-v5i2a129

Cited by 3 publications

References 57 publications

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Bringing Sanctuary to School: Assessing School Climate as a Foundation for Culturally Responsive Trauma-Informed Approaches for Urban Schools

2016

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Decades of federal economic policies that have concentrated poverty into isolated communities have devastated urban education, and expose youth and families to high stress and trauma. Disproportionately negative outcomes for students of color and those who are economically disadvantaged can be understood as manifestations of negative racial school climate and inadequate responsiveness to students’ trauma. As part of a school–university partnership to inform culturally responsive trauma-informed pedagogy, this study assessed the climate of a racially diverse high-poverty elementary school. Findings explored the application of the trauma-informed Sanctuary Model to address students’ trauma and a social justice response for urban education.

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Bringing Sanctuary to School: Assessing School Climate as a Foundation for Culturally Responsive Trauma-Informed Approaches for Urban Schools

2016

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Translanguaging to Persevere Is Key for Latinx Bilinguals' Mathematical Success

DiNapoli

Morales²

2021

Journal of Urban Mathematics Education

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Recent reform efforts state the importance of providing students with opportunities to persevere with challenging mathematics to make meaning. We posit translanguaging practice as a vital option by which Latinx bilingual students can sustain collective perseverance during problem solving. In this paper, we employ a constant-comparative overlay analysis to simultaneously study the discursive translanguaging and perseverance practices of Latinx bilingual students and the corresponding classroom supports. We observed collaborative problem solving in two classrooms of 12th-grade Latinx bilinguals working to make sense of an exponential function and the involvement of the same monolingual English-speaking teacher. Working within similar, supportive classroom environments, we describe how one group of students spontaneously and dialogically leveraged communicative resources to help persevere with in-the-moment obstacles, while another group of students worked together across languages but did not engage in a translanguaging mathematical practice to persevere. We suggest that only establishing a classroom environment conducive for translanguaging and perseverance practice is insufficient and that teachers should not solely rely on students spontaneously engaging in these practices. To complement this environment, we recommend specific teacher moves and scaffolds that could help Latinx bilingual students initiate collaborative translanguaging and support their ongoing perseverance to make meaning of mathematics.

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Connecting mathematics and sports in informal learning spaces

Turner,

Buxner,

Miller

et al. 2024

Front. Educ.

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IntroductionThere is a critical need to develop innovative educational strategies that engage youth in meaningful mathematics learning, particularly students from groups that have been historically marginalized in science, technology, engineering, and mathematics (STEM). In this study, we explore youths’ participation in two collaborative projects from the Growing Mathletes curriculum which combines baseball contexts and mathematics. Our goal was to understand the potential of these projects to support youths’ engagement with mathematical ideas and practices, and the extent to which youth leveraged a range of resources, including prior experiences and funds of knowledge, to inform their decisions and understanding.MethodsThe Design a Stadium and Baseball Team Roster projects were implemented in two afterschool setting sites and two summer program sites with 102 youth of all genders in grades 3 to 8. Data sources included video recordings of youth participation in the project, project artifacts, and youth interviews.ResultsWe found the projects contained specific features that supported youths’ engagement in three specific mathematical practices: (1) make sense of problems and persevere in solving them, (2) reason abstractly and quantitatively, and (3) construct viable arguments and critique the reasoning of others. Additionally, there is evidence that while engaging in these projects youth drew on their own funds of knowledge to inform their decisions and understanding.ConclusionOur findings point to key implications for researchers, educators, and curriculum developers in informal STEM learning spaces.

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Success Made Probable: Creating Equitable Mathematical Experiences Through Project-Based Learning

Cited by 3 publications

References 57 publications

Bringing Sanctuary to School: Assessing School Climate as a Foundation for Culturally Responsive Trauma-Informed Approaches for Urban Schools

Bringing Sanctuary to School: Assessing School Climate as a Foundation for Culturally Responsive Trauma-Informed Approaches for Urban Schools

Translanguaging to Persevere Is Key for Latinx Bilinguals' Mathematical Success

Connecting mathematics and sports in informal learning spaces

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