"Wait--It's a Math Problem, Right?": Negotiating School Frames in Out-of-School Places

Autor/in	Chapman, K.
Titel	"Wait--It's a Math Problem, Right?": Negotiating School Frames in Out-of-School Places
Quelle	In: Educational Studies in Mathematics, 109 (2022) 3, S.661-676 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chapman, K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-021-10099-0
Schlagwörter	Mathematics; Summer Programs; Camps; Nonschool Educational Programs; Handicrafts; Relevance (Education) + Suchen Sie Ihr Suchwort? Mathematik; Sommerkurs; Handwerk; Relevance; Relevanz
Abstract	Designers in out-of-school spaces often negotiate the meaning of mathematics as part of the design process, determining what to include in classes and exhibits both implicitly and explicitly. This analysis suggests that instead of keeping these conversations behind the scenes, we should foreground them for participants. In doing so, we may actually be helping to expand their sense of what counts as mathematics as they participate in legitimate communal activity. The focal analysis examines the case of one participant in a knitting summer camp as she encounters the mathematics that the facilitator deemed necessary to move the knitting project forward. Together they negotiate whether their work counts as knitting or as mathematics, and what the consequences for that designation are for how they make sense of the activity. I argue that this kind of encounter has the potential to build bridges between everyday and school mathematics and thus to broaden participation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11