The Effects of Creating Versus Experiencing Math Walks Stops in Informal Learning Settings

• In Event: AERA Roundtable Session Wednesday 9:45 am - Gold 3
  In Roundtable Session: Supporting Positive Mathematical Affect Through Instruction and Informal Learning

Abstract

Informal learning experiences can be a powerful way to allow students to see math in the world around them. Math walks are an informal learning activity that has been explored in the literature, with research shifting from examining students going on math walks to students creating their own math walks. However, no existing studies have directly compared these two approaches, as we do in the present investigation of 107 students in grades 1-10 randomly assigned to two conditions across 4 informal learning sites. We find that students creating math walks have higher math interest, ask a variety of both shallow and deep mathematical questions, and show enjoyment of the experience of using a mobile app to engage in math walks.

Authors

• Candace A. Walkington, Southern Methodist University

• Anthony J. Petrosino, Southern Methodist University

• Jennifer D. Sayed, Southern Methodist University

• Saki L. Milton, Southern Methodist University

• Safia Khan, Southern Methodist University

• Eric Desjardins, Southern Methodist University

• Theodora Beauchamp, Southern Methodist University

• Mary Cabanas, Southern Methodist University

• Elizabeth Stringer, Southern Methodist University