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Despite the rich mathematical thinking students engage in outside of school, mathematics education has historically prioritized transmitting knowledge to students over recognizing and building on the mathematical reasoning they bring from their everyday lives. This study explores how math walks—informal activities in which learners engage with mathematical concepts in real-world settings—can address this issue. Drawing on methods from interaction analysis, we examine how students relate mathematics to organisms within a nature preserve and discuss broader connections between mathematics and nature. Our findings offer three strategies for educators hoping to bridge mathematics and everyday life as well as insights into students' understandings about the nature of mathematics influence their learning and engagement. 

This study aimed to explore the implementation of project-based learning (PBL) principles in informal STEM education, focusing on the experiences of Underrepresented Racially Minoritized (UUREM) girls during a week-long residential STEM summer camp. Utilizing a single case study design, the researchers investigated how PBL facilitates engagement and understanding of STEM concepts through podcasting activities. Participants engaged in immersive exploration, integrating their research on podcasting and interviewing women in STEM fields. Data were collected from participants’ podcast recordings, scripts, and collaborative chat logs. The study revealed insights into collaboration, creativity, scriptwriting, recording, and editing among student groups. Overall, the findings underscore the importance of fostering teamwork and enhancing students’ creative and technical capabilities in project-based learning environments. Integrating PBL within informal learning environments is crucial for supporting UUREM girls in STEM education. This approach not only fosters engagement but also promotes an inclusive atmosphere where diverse perspectives are valued. The study advocates for the expansion of PBL initiatives in informal learning contexts, emphasizing the importance of diversity and inclusion. By empowering UUREM girls through targeted STEM programs, educators can cultivate a generation of confident and capable learners prepared to thrive in STEM fields. 

Math walks are informal, place‑based activities in which learners go on walks and notice and wonder about how mathematics appears in the world, including at community centers, museums, and after‑school clubs. Engaging families and learners in math walks can be beneficial, as math walks connect mathematics to the real world and familiar places. Our approach draws on theories of place‑based learning, interest development, and mathematical problem‑posing and is a partnership of a local university with a non‑profit entity. Research and evaluation results are presented, highlighting the most recent development of the MathFinder mobile app. 

This study explores middle-grade girls' understanding of Critical Data Literacy (CDL) after participating in a week-long residential STEM camp. This research examines how informal learning settings can foster CDL among predominantly underrepresented minoritized (URM) girls. Through qualitative interviews, the study reveals how participants engaged with CDL components: formulating questions, gathering relevant data, employing analytical tools, and interpreting findings. The insights aim to inform strategies for enhancing CDL in informal environments, contributing to broader educational goals in data science and supporting the development of critical thinking skills for addressing societal issues. 

This study investigates the interactions between informal educators and adolescents during math walk activities at an art museum. “Math walks” are activities where students notice and wonder about mathematics in the world around them, often creating their own “math walk stops” where they ask and answer mathematical questions. Drawing upon theories of informal math learning, scaffolding, and problem-posing, our research aims to enhance understanding of math walk implementation. Through video content, interaction analysis and artifact analysis of participants’ iPad photos, we explore students’ mathematical learning processes and the role of adult facilitators in guiding these activities. Results from a three-day summer camp are given, and findings offer implications for designing effective informal math education programs and fostering meaningful student engagement with mathematics in real-world contexts. 

This study explores STEM identity among Underrepresented and Underserved Racially and Ethnically Minoritized (UUREM) middle school girls within informal learning settings. Focusing on micro-level interactions, we explored a single-gendered STEM summer camp where UUREM middle school girls comprised 81% of the participants (N=59). Guided by ecological systems theory as a methodological approach to developing well-designed informal STEM activities, we sought to positively shape UUREM middle school girls’ STEM identity. STEM identity is complex, multi-layered, and inseparable from the intersectionality of their racial and gender identities. This approach is particularly salient in affective factors such as self-efficacy, ability-belief, and a sense of belonging during their pivotal middle school years. Critical implications include (a) single-gender spaces, like STEM camps, provide affirming, safe environments for authentic discussion and belonging in STEM, and (b) role models of similar racial and gender backgrounds support positive STEM identity formation for UUREM middle school girls.