Can I Be a Mathematician and Computer Programmer? Identity-Building Through Moments of Playful Talk (Poster 2)

• In Event: AERA Poster Session Nine
  In Poster Session: Learning and Motivation in Social and Cultural Contexts 2

Abstract

The purpose of this case study is to explore how a group of students engaged with a number guessing game that supported academic and identity growth in mathematics and computer programming in an after-school setting. Guided by sociocultural perspectives and a translanguaging lens, authors used video data to identify moments of playful talk that influenced academic and social identity construction. Additionally, authors analyzed interview data, extracting moments in which participants articulated their understanding of the relationship between mathematics and computer programming. Preliminary findings show that collaboration, opportunities for playful talk, and after-school mathematics and computer science programs support students, especially those typically underrepresented in STEM, in constructing positive and interrelated mathematics and computer programming identities.

Authors

• Amy Rae Johnson, University of Texas at Austin
  Presenting Author

• Sylvia Celedon-Pattichis, University of Texas at Austin
  Presenting Author

• Marios Pattichis, The University of New Mexico
  Presenting Author

• Hakeoung Hannah Lee, University of Texas at Austin
  Presenting Author

• Esteban Cantu, University of Texas at Austin
  Presenting Author

• Carlos A. LopezLeiva, University of New Mexico
  Presenting Author