Community Math Stories: Informal Adult Educators Exploring Mathematics Identity through Digital Mathematics Storytelling [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	Chao, Theodore; Adams-Corral, Melissa; Ozturk, Ayse; Lin, Ho-Chieh; Li, Yuhang
Titel	Community Math Stories: Informal Adult Educators Exploring Mathematics Identity through Digital Mathematics Storytelling [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	Informal Education; Mathematics Instruction; Story Telling; Educational Technology; Self Concept; COVID-19; Pandemics; Community Education; Teacher Attitudes; Knowledge Level; Technological Literacy; Urban Areas; Teachers; Adults; Elementary Education; Mathematics Education + Suchen Sie Ihr Suchwort? Informelle Bildung; Nichtformale Bildung; Mathematics lessons; Mathematikunterricht; Unterrichtsmedien; Selbstkonzept; ; Gemeinschaftserziehung; Nachbarschaftserziehung; Lehrerverhalten; Wissensbasis; Technisches Wissen; Urban area; Stadtregion; Lehrer; Lehrerin; Lehrende; Elementarunterricht; Mathematische Bildung
Abstract	During the COVID-19 pandemic, many urban schools relied on community centers with existing computer labs and high-speed internet that could provide in-person support for a small number of children engaging in online learning. Using a digital storytelling approach, this research report analyzes the mathematics identities of 14 informal adult educators. Situating the stories shared though Critical Race Theory counternarratives, this study enables participants to ground their narratives within their own spaces of power--to tell and forge their own digital mathematics story. Because informal adult educators are not family members nor school-based educators, they often are invisible variables in conceptualizing a child's mathematics learning. This research seeks to elicit their mathematics stories and understand how to enactment digital mathematics storytelling through listening to how the community positions and visions math. [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