Unpacking Play and Learning Through the Experience of Teachers and Students (Poster 8)

• In Event: Intersections Across STEM Learning Environments

Abstract

We present [blinded], a playful math intervention that promotes rational number learning via basketball games. We serve predominantly low-income Latine students to promote their mathematical success. Employing a Designed Based Implementation Research methodology, we combined theoretical knowledge with teachers' insights throughout the co-design cycle, improving usability and feasibility of [blinded]. We also analyzed co-design and playtest data, linking teacher ideas and student performances to developmental and educational science. We present two case studies of identified learning mechanisms underlying teachers’ design ideas: concreteness fading and teacher noticing. Additionally, we discuss student engagement variances during the playtesting of the design ideas. Our study highlights the importance of context-specific adaptations in play-based interventions and emphasizes the need to tailor programs to diverse learners.

Authors

• Lourdes M. Acevedo-Farag, University of California - Irvine

• Siling Guo, University of California - Irvine

• Daniel Garcia, University of California - Irvine

• Jesse Giovanni Sánchez, University of California - Irvine

• Laura Hernandez, University of California - Irvine

• Yoori Kim, University of California - Irvine

• Lizbeth Marlene Romero, University of California - Irvine

• Andres Sebastian Bustamante, University of California - Irvine

• Kreshnik Nasi Begolli, University of California - Irvine

• June Ahn, University of California - Irvine