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Creators/Authors contains: "Hidayat, Angga"

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  1. ; ; ; (, AERA)
    Digital Mathematics Storytelling (DMST) is an innovative educational approach that leverages the power of storytelling to connect mathematics with community, cultural, and family identities. Through this method, educators help youth and teachers develop critical digital media literacy, addressing the educational and societal impacts of digital media as well as fostering mathematical exploration. This poster presents the ways that a DMST workshop for youth who have recently migrated to the U.S. (voluntarily and involuntarily) opened up space for the exploration of mathematics, digital, and cultural identities and literacies as connected to the ongoing aftereffects of colonization. 
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    Free, publicly-accessible full text available April 23, 2026
  2. ; ; (, 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 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. 
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    Accepted Manuscript Full Text Available
  3. ; ; ; ; (, 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. 
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    Accepted Manuscript Full Text Available