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An extensive number of empirical research studies support the engagement of young children and youth in out-of-school science, technology, engineering, and/or mathematics learning experiences. In this case study, we add to this knowledge base through examining how rural middle school learners engage with science and math concepts and practices through an afterschool program that emphasized the development of STEM content, skills, and practices using the field of archaeology, as well as Indigenous knowledges, as mediums. Results highlighted how various syncretic approaches within the afterschool program afforded 61 middle school aged learners’ opportunities to engage with math and science concepts common to archaeologists and Indigenous peoples. We illustrate this through five “doings.” For example, learners engaged in similar science practices to Indigenous peoples through considering how local landscapes and the natural environment informed decisions regarding settlements. This study concludes with recommendations for professional archaeologists and educators to adapt and/or develop a similar afterschool program to support students’ participation as ARCH + STEM learners.
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This content will become publicly available on August 21, 2025
Connecting mathematics and sports in informal learning spaces
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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- Award ID(s):
- 2005793
- PAR ID:
- 10535055
- Publisher / Repository:
- Frontiers in Education
- Date Published:
- Journal Name:
- Frontiers in Education
- Volume:
- 9
- ISSN:
- 2504-284X
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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