skip to main content
US FlagAn official website of the United States government
dot gov icon
Official websites use .gov
A .gov website belongs to an official government organization in the United States.
https lock icon
Secure .gov websites use HTTPS
A lock ( lock ) or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.

Explore Research Products in the PAR
It may take a few hours for recently added research products to appear in PAR search results.


Title: Why Am I Supposed to Love Math?: Digital Mathematics Storytelling in Asian American Communities
In this research study, we detail how Digital Mathematics Storytelling, in which youth create video stories detailing the mathematics knowledge existing within their families and communities, can actively create counter-stories to the model minority myth. Through intergenerational video storytelling in historic Asian American communities, the research team and participants used a community participatory action research and narrative inquiry framework to engage elementary and middle-school aged youth in mathematics-based storytelling that not only detailed the painful effects of the model minority myth but also showcased that mathematics identities within Asian American communities can be rich and joyful.  more » « less
Award ID(s):
1943208
PAR ID:
10510351
Author(s) / Creator(s):
; ;
Editor(s):
Lamberg, T; Moss, D
Publisher / Repository:
University of Nevada
Date Published:
Journal Name:
Proceedings of the Forty-Fifth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
Volume:
1
ISBN:
978-1-7348057-2-7
Page Range / eLocation ID:
195-203
Subject(s) / Keyword(s):
Equity, Inclusion, and Diversity Informal Education Social Justice Technology
Format(s):
Medium: X
Location:
Reno, NV
Sponsoring Org:
National Science Foundation
More Like this
  1. (, Proceedings of the Forty-Fifth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Lamberg, T; Moss, D (Ed.)
    In this plenary discussion, Dr. Chao presents his research framework and reflections from engaging in Digital Mathematics Storytelling within Black, Asian American, and Asian American communities in multiple countries. The framework, based heavily around storytelling, counter-storytelling, and Critical Race Theory, has been employed as a workshop to elicit mathematics video stories from youth and mathematics teachers. Here, Dr. Chao reflects on what he’s learned from these workshops and how he’s started to recognize not only the power of storytelling for forging mathematics and community identities, but the dangers to our society because of social media and weaponized uses of mobile video everywhere. He ends by calling for a new critical digital media literacy within our field of mathematics education. 
    more » « less
  2. ; ; ; ; (, Proceedings of the Forty-Fourth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Lischka, Alyson; Dyer, Elizabeth B.; Jones, Ryan Seth; Lovett, Jennifer N.; Strayer, Jeremy; Drown, Samantha (Ed.)
    This research report analyzes the process of engaging 18 youth in urban emergent communities to enact Digital Mathematics Storytelling to explore their mathematics identities. The youth, in grades 7-11, engaged in the process of crafting and sharing their digital mathematics stories within two week long summer camps. Using a Participant and (Re)design Research Methodology, the research team explored how the constructs of Digital Storytelling, Mathematics Identity, and Storytelling can help us better know how to craft experiences that connect to youth knowledge. 
    more » « less
  3. (, International Congress on Mathematics Education)
    Beswick, K; Morony, W (Ed.)
    Digital Mathematics Storytelling is a construct I’ve used to elicit mathematics stories within multiple communities in multiple countries. The framework, based on the idea counter-storytelling, has come from multiple iterations of digital mathematics storytelling workshops from youth and mathematics teachers. In this paper, I reflect on what I’ve learned about the power of storytelling for connecting mathematics to community, cultural, and family identities. But I have also seen how digital media can become weaponized, particularly in the ways it has created a new form of consumerism. In this paper, I make the argument that digital mathematics storytelling not only helps to elicit narratives around mathematics identity, but also helps forge a new critical digital media literacy within our field of mathematics education. 
    more » « less
  4. ; ; (, Frontiers in Psychology)
    There is growing interest in stories as potentially powerful tools for science learning. In this mini-review article, we discuss theory and evidence indicating that, especially for young children, listening to and sharing stories with adult caregivers at home can make scientific ideas and inquiry practices meaningful and accessible. We review recent research offering evidence that stories presented in books can advance children’s science learning. Nonetheless, most of this work focuses on middle-class European-American U. S. children and involves narrative story books. Given the national imperative to increase Latine 1 representation in STEM education and career pursuits in the U. S., we argue that it is vital that we broaden the definition of stories to include oral narrative storytelling and other conversational routines that Latine families engage in at home. Cultural communities with firmly rooted oral traditions, such as those from Latin American heritage, rely frequently on oral storytelling rather than book reading to convey world and community knowledge to young children. Therefore, we advocate for a strengths-based approach that considers Latine families’ everyday practices around science and storytelling on their own terms instead of contrasting them with European-American middle-class practices. We offer support for the view that for young children in Latine communities, culturally relevant oral practices, including personal narrative storytelling, can engender significant opportunities for family science learning at home. 
    more » « less
  5. ; ; ; ; (, Proceedings of the forty-third annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Olanoff, Dana; Johnson, Kim; Spitzer, Sandy M. (Ed.)
    During the COVID-19 pandemic, many urban schools relied on community centers with existing computer labs and high-speed internet that could provide in-person support for a small number of children engaging in online learning. Using a digital storytelling approach, this research report analyzes the mathematics identities of 14 informal adult educators. Situating the stories shared though Critical Race Theory counternarratives, this study enables participants to ground their narratives within their own spaces of power–to tell and forge their own digital mathematics story. Because informal adult educators are not family members nor school-based educators, they often are invisible variables in conceptualizing a child’s mathematics learning. This research seeks to elicit their mathematics stories and understand how to enactment digital mathematics storytelling through listening to how the community positions and visions math. 
    more » « less
  • Citation Formats
  • MLA
  • APA
  • Chicago
  • BibTeX
  • Save / Share this Record
  • Send to Email