Seeing mathematics together: A comparative case study of youths and facilitators collaborating to learn mathematics in informal settings

Abstract

BackgroundThis comparative case study examined the use of math walks with middle grade youths and adult facilitators in an informal STEM learning space. Math walks are place-based walking tours where youths and facilitators critically examine and ask math-related questions about their environment. MethodDrawing on situated theories of learning and frameworks for understanding group participation, we examined how facilitators constrained or supported youths’ mathematical thinking as they participated in math walks at the local zoo. ResultsUsing interaction and stance analysis, we identified, analyzed, and compared three contrasting cases: In the first case, the facilitator may have overly constrained youths’ mathematical thinking by asking leading questions and not providing time for youths to discuss their personal interests. In the second case, the facilitator may have underly constrained youths’ mathematical thinking by allowing youths to ask too many new questions without refining or developing any one specific question. In the third case, the facilitator supported mathematical thinking by praising youths’ work, layering on mathematical terminology, and providing clear and actionable instructions for how youths could refine their mathematical questions. ConclusionsFindings support efforts to understand how adult facilitators can support youths in seeing mathematics within and asking mathematical questions about the world around them.