Authentically Integrating Mathematics into Making Experiences

Date: 
Wednesday, December 1, 2021
Resource Type:
Research Case Study | Research
Environment Type: 
Public Programs, Making and Tinkering Programs, Museum and Science Center Programs
Audience: 
Elementary School Children (6-10) | Middle School Children (11-13) | Families | Museum/ISE Professionals | Learning Researchers
Discipline: 
Education and learning science | Mathematics
Organization:
TERC Inc.
Description: 

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.

Funder(s): 
NSF
Funding Program: 
Advancing Informal STEM Learning (AISL)
Award Number: 
1811395
Funding Amount: 
$299,768
Funder(s): 
NSF
Funding Program: 
Advancing Informal STEM Learning (AISL)
Award Number: 
1514726
Publication Name: 
Hands On! Magazine
Volume: 
Fall
Page Number: 
6-12

Team Members

Andee RubinAuthor

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