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Science and Mathematics Education Commons™
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- Keyword
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- Autonomy (1)
- Belonging (1)
- Black and Latine students (1)
- Critical race theory (1)
- Culturally sustaining pedagogy (1)
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- High school students (1)
- Interest Development (1)
- Mathematics identity (1)
- Mathematics perceptions and lived experiences (1)
- Qualitative research (1)
- Rehumanizing mathematics (1)
- Relatedness (1)
- Secondary Students (1)
- Situated expectancy-value theory (1)
- Well-Developed Individual Interests (1)
- YPAR (1)
Articles 1 - 2 of 2
Full-Text Articles in Science and Mathematics Education
“I’M Now Always Thinking About Math”: Exploring Mathematics Identities, Beliefs, And Lived Experiences Through Ypar, Maya A. Severns
“I’M Now Always Thinking About Math”: Exploring Mathematics Identities, Beliefs, And Lived Experiences Through Ypar, Maya A. Severns
Theses and Dissertations
This youth participatory action research (YPAR) study employing survey and case study design sought to explore and document the influence of YPAR participation on Black and Latine high school students’ perceptions of their mathematics identity development, what they learned about their peers’ and their own mathematics perceptions and lived experiences, and their recommendations for change in their own school and mathematics education in general. Eight high school participants were invited to engage in 12 YPAR study sessions that drew on the literature of mathematics identity, equity in mathematics education, and YPAR and were grounded in a theoretical framework including culturally …
The Connective Tissue Of Well-Developed Interests: A Case Study Of A Science Research Classroom, Deborah M. Brand
The Connective Tissue Of Well-Developed Interests: A Case Study Of A Science Research Classroom, Deborah M. Brand
Theses and Dissertations
The purpose of this study was to examine ways that long-term interests in high school students could be inspired and facilitated in educational contexts. In particular, it explored how a high school Science Research (SR) program cultivated belonging and supported autonomy in ways that inspired and promoted well-developed individual interests. This type of interest is characterized by an enduring desire to pursue learning out of an intellectual and emotional need to gain understanding; it drives behavior, motivation, and cognition toward particular activities and ideas. Classroom belonging is derived from this sense of connection and purpose a student feels from the …