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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. 

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.