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Background This comparative case study examined the use of math walks with middle grade youths and adult facilitators in an informal STEM learning space. Math walks are place-based walking tours where youths and facilitators critically examine and ask math-related questions about their environment. Method Drawing on situated theories of learning and frameworks for understanding group participation, we examined how facilitators constrained or supported youths’ mathematical thinking as they participated in math walks at the local zoo. Results Using interaction and stance analysis, we identified, analyzed, and compared three contrasting cases: In the first case, the facilitator may have overly constrained youths’ mathematical thinking by asking leading questions and not providing time for youths to discuss their personal interests. In the second case, the facilitator may have underly constrained youths’ mathematical thinking by allowing youths to ask too many new questions without refining or developing any one specific question. In the third case, the facilitator supported mathematical thinking by praising youths’ work, layering on mathematical terminology, and providing clear and actionable instructions for how youths could refine their mathematical questions. Conclusions Findings support efforts to understand how adult facilitators can support youths in seeing mathematics within and asking mathematical questions about the world around them.
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Examining Mathematical Questioning during Math Walks
This qualitative study examines the use of math walks with middle grade students and adult facilitators at a local zoo. Drawing on situated learning and participation frameworks, we used interaction and stance analysis to compare two contrasting cases: In the first case, the adult chaperone asked more questions and evaluated student responses. In the second case, the adult chaperone intervened less frequently, leaving more room for student discourse. Findings support efforts to design informal math learning activities which amplify student voices, towards increased mathematical interest and learning.
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- Award ID(s):
- 2115393
- PAR ID:
- 10422522
- Date Published:
- Journal Name:
- Proceedings of the 2023 Annual Meeting of the International Society of the Learning Sciences
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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