Learning as a cultural process: Designing for equity in the learning sciences

January 1st, 2014 | RESEARCH

To create more equitable learning opportunities for students from marginalized communities, educators can design learning experiences that help young people connect their everyday interests and knowledge to academic content. Nasir et al. synthesized research on how students use sophisticated math in everyday practices like discussing basketball, playing dominoes, and selling candy. Then they explain how learning improves when varied student experiences are made relevant in informal and formal learning environments.


(no document provided)

Team Members

Molly Shea, Author, Exploratorium

Related URLs

Full Text


Audience: Educators | Teachers | Elementary School Children (6-10) | Middle School Children (11-13) | Museum | ISE Professionals | Youth | Teen (up to 17)
Discipline: Education and learning science | General STEM | Mathematics
Resource Type: Research Brief | Research Products
Environment Type: Exhibitions | Informal | Formal Connections | K-12 Programs | Public Programs