Dabney and colleagues examine the relationship between university students’ reported interest in STEM careers and their participation in out-of-school time science activities during middle and high school. The researchers examined the specific forms of OST science activities associated with STEM career interest and the correlations among those forms.
To create more equitable learning opportunities for students from marginalized communities, educators can design learning experiences that help young people connect their everyday interests and knowledge to academic content. Nasir et al. synthesized research on how students use sophisticated math in everyday practices like discussing basketball, playing dominoes, and selling candy. Then they explain how learning improves when varied student experiences are made relevant in informal and formal learning environments.
This article discusses the potential for learner engagement in the contexts of a basketball team and a mathematics classroom. The qualitative analysis centers on three aspects of each context: access to the domain, the integral roles available to learners, and opportunities for self-expression.
This article discusses intellectual activities in African American culture that privilege mathematical thinking. It is a helpful reference for educators and researchers who want to shift from deficit-oriented perspectives about non-dominant or marginalized groups’ performance to additive perspectives that build on out-of-school cultural knowledge and practices to support student learning in school. The authors suggest how educators might value forms of mathematical thinking that are usually not recognized in school. This recognition can support diverse students’ participation and achievement