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Journal of Science Education and Technology

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03-08-2016

Opting in and Creating Demand: Why Young People Choose to Teach Mathematics to Each Other

Authors: Eli Tucker-Raymond, Naama Lewis, Maisha Moses, Chad Milner

Published in: Journal of Science Education and Technology | Issue 6/2016

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Abstract

Access to science, technology, engineering, and mathematics fields serves as a key entry point to economic mobility and civic enfranchisement. Such access must take seriously the intellectual power of the knowledge and practices of non-dominant youth. In our case, this has meant to shift epistemic authority in mathematics from academic institutions to young people themselves. This article is about why high school-aged students, from underrepresented groups, choose to participate in an out-of-school time program in which they teach younger children in the domains of mathematics and computer science. It argues for programmatic principles based on access, identity engagement, relationship building, and connections to community to support underrepresented youth as learners, teachers, leaders, and organizers in mathematics-related activities using game design as the focus of activity.

previous article Designing the Game: How a Project-Based Media Production Program Approaches STEAM Career Readiness for Underrepresented Young Adults

next article Erratum to: Curricular Influences on Female Afterschool Facilitators’ Computer Science Interests and Career Choices

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Title: Opting in and Creating Demand: Why Young People Choose to Teach Mathematics to Each Other
Authors: Eli Tucker-Raymond
Naama Lewis
Maisha Moses
Chad Milner
Publication date: 03-08-2016
Publisher: Springer Netherlands
Published in: Journal of Science Education and Technology / Issue 6/2016
Print ISSN: 1059-0145
Electronic ISSN: 1573-1839
DOI: https://doi.org/10.1007/s10956-016-9638-0

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