Image of Mathematics In- and Out-of-School: A Case Study of Two Original Participants in an Afterschool STEM Club--Girls Excelling in Math And Science (GEMS) [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (43rd, Philadelphia, PA, Oct 14-17, 2021).

Autor/inn/en	Zhou, Lili; Suazo Flores, Elizabeth; Sapkota, Bima; Newton, Jill
Titel	Image of Mathematics In- and Out-of-School: A Case Study of Two Original Participants in an Afterschool STEM Club--Girls Excelling in Math And Science (GEMS) [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (43rd, Philadelphia, PA, Oct 14-17, 2021).
Quelle	(2021), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Relevance (Education); Clubs; After School Programs; STEM Education; Females; Student Attitudes; Mathematics; Learning Experience; Mathematics Education; Grade 5; Grade 6; Womens Education; Elementary School Students; Developmental Continuity; Virginia + Suchen Sie Ihr Suchwort? Relevance; Relevanz; Club; Klub; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; STEM; Weibliches Geschlecht; Schülerverhalten; Mathematik; Lernerfahrung; Mathematische Bildung; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; 'Women''s education'; Frauenbildung; Entwicklungsprozess
Abstract	People often view mathematics as abstract, cold, and irrelevant to real-life, and their school experiences influence such views. In this case study, we investigated the mathematics learning experiences of two women who participated in an afterschool girls STEM club 26 years ago. We explored their experiences in and out of school and how such experiences informed their images of mathematics. Data were collected from a survey, focus group interviews, and individual interviews. Using qualitative analysis, we learned that their school mathematics experiences influenced the participants' images of mathematics. The findings also revealed the participants' continuous and discontinuous learning experiences between school and out-of-school mathematics. This study suggests creating spaces to develop curricula that bridge the gap between school and out-of-school learning experiences. [For the complete proceedings, see ED630060.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01