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Creators/Authors contains: "Celedópn-Pattichis, Sylvia"

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  1. ; ; ; ; ; ; (, AERA)
    This study explores the relationship Latino/a students developed with Computer Science (CS) and Mathematics while experiencing the Advancing Out-of-School Learning in Mathematics and Engineering (AOLME) curriculum in an after-school setting. Guided by sociocultural perspectives, the authors employed a mixed methods research design to explore how AOLME affects Latino/a students’ knowledge and enjoyment of CS and Mathematics (CSM). Findings show that AOLME is a successful example of integrated CSM curriculum design for K-12 learners by balancing the individual and social classroom setting. Quantitative data analysis indicates that students had significant increases in their self-reported enjoyment and knowledge in CS and Mathematics as they engaged in AOLME. Qualitative data provide evidence that AOLME prepared students with the foundational knowledge, skills, and practices for future endeavors in STEM fields. 
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