Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 2 of 2
Full-Text Articles in Education
Eliciting Youth Digital Mathematics Stories: The Impact Of A Digital Mathematics Storytelling Summer Camp Experience, Theodore Chao, Melissa Adams Corral, Ayse Ozturk, Ho-Chieh Lin, Anga Hidayat
Eliciting Youth Digital Mathematics Stories: The Impact Of A Digital Mathematics Storytelling Summer Camp Experience, Theodore Chao, Melissa Adams Corral, Ayse Ozturk, Ho-Chieh Lin, Anga Hidayat
Teaching and Learning Faculty Publications and Presentations
This research report analyzes the process of engaging 18 youth in urban emergent communities to enact Digital Mathematics Storytelling to explore their mathematics identities. The youth, in grades 7-11, engaged in the process of crafting and sharing their digital mathematics stories within two week long summer camps. Using a Participant and (Re)design Research Methodology, the research team explored how the constructs of Digital Storytelling, Mathematics Identity, and Storytelling can help us better know how to craft experiences that connect to youth knowledge.
Critical Mathematics Teacher Noticing: Using Online Technology To Explore How Pre-Service Teachers Of Color Confront Their Peers’ Racial Positionings Of Children, Theodore Chao, Melissa Adams Corral
Critical Mathematics Teacher Noticing: Using Online Technology To Explore How Pre-Service Teachers Of Color Confront Their Peers’ Racial Positionings Of Children, Theodore Chao, Melissa Adams Corral
Teaching and Learning Faculty Publications and Presentations
Mathematics teacher noticing is a construct used heavily in research around mathematics teaching and mathematics teacher education. However, just as a focus on noticing draws attention to what a teacher “sees”, a focus on what a teacher does NOT “see” is equally important. In this study, we utilize an online video commenting tool to analyze what elementary pre-service teachers of color notice about the language and positioning of case study students through four-weeks of problem solving interviews. This tool served as a space for teachers of color to confront the racist ideologies present in how their peers positioned students.