Opting in and Creating Demand: Why Young People Choose to Teach Mathematics to Each Other

Autor/inn/en	Tucker-Raymond, Eli; Lewis, Naama; Moses, Maisha; Milner, Chad
Titel	Opting in and Creating Demand: Why Young People Choose to Teach Mathematics to Each Other
Quelle	In: Journal of Science Education and Technology, 25 (2016) 6, S.1025-1041 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-016-9638-0
Schlagwörter	Peer Teaching; Mathematics; Mathematics Instruction; Mathematics Education; High School Students; Secondary School Mathematics; Disproportionate Representation; After School Programs; Computer Science Education; Mathematics Activities; Adolescents; Games; Design + Suchen Sie Ihr Suchwort? Peer group teaching; Peer Group Teaching; Mathematik; Mathematics lessons; Mathematikunterricht; Mathematische Bildung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Computer science lessons; Informatikunterricht; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Game; Spiel; Spiele
Abstract	Access to science, technology, engineering, and mathematics fields serves as a key entry point to economic mobility and civic enfranchisement. Such access must take seriously the intellectual power of the knowledge and practices of non-dominant youth. In our case, this has meant to shift epistemic authority in mathematics from academic institutions to young people themselves. This article is about why high school-aged students, from underrepresented groups, choose to participate in an out-of-school time program in which they teach younger children in the domains of mathematics and computer science. It argues for programmatic principles based on access, identity engagement, relationship building, and connections to community to support underrepresented youth as learners, teachers, leaders, and organizers in mathematics-related activities using game design as the focus of activity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01