Authentically Integrating Mathematics into Making Experiences

December 1st, 2021 | RESEARCH

Making experiences and activities are rich with opportunities for mathematical reasoning that often go unrecognized by both participants and educators. Since 2015, we have been exploring this potential through the Math in the Making initiative. The work focuses particularly on children’s museums and science centers, many of which have developed maker spaces and programs over the last decade. In this article, we share insights from our most recent round of research. To begin, we consider the fundamental question of what it means to authentically integrate mathematics with making.

Document

MitM-2.0-Hands-On-Article-2021_0.pdf

Team Members

Andee Rubin, Author, TERC Inc.
Scott Pattison, Author, TERC Inc.

Citation

Publication: Hands On! Magazine
Volume: Fall
Page(s): 6-12

Funders

Funding Source: NSF
Funding Program: Advancing Informal STEM Learning (AISL)
Award Number: 1811395
Funding Amount: $299,768

Funding Source: NSF
Funding Program: Advancing Informal STEM Learning (AISL)
Award Number: 1514726

Related URLs

Authentically Integrating Mathematics into Making Experiences
Framing Research on Activities as Mathematical Experiences (FRAME)
CIMBLE: Conference on Integrating Math into Informal Building Learning Environments (Math in the Making)

Tags

Audience: Elementary School Children (6-10) | Families | Learning Researchers | Middle School Children (11-13) | Museum | ISE Professionals
Discipline: Education and learning science | Mathematics
Resource Type: Research | Research Case Study
Environment Type: Making and Tinkering Programs | Museum and Science Center Programs | Public Programs

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This material is supported by National Science Foundation award DRL-2229061, with previous support under DRL-1612739, DRL-1842633, DRL-1212803, and DRL-0638981. Any opinions, findings, conclusions, or recommendations contained within InformalScience.org are those of the authors and do not necessarily reflect the views of NSF.

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