Schools, while a powerful context for learning mathematics, often strip the complexity and authenticity of engaging in voluntary and interest-driven mathematical activities. Educators struggle to balance students’ mathematical development as defined by mandated standards and curriculum with students’ cultural backgrounds, home or community experiences, and every day or non-formal ways of knowing and doing mathematics. This limits children’s perception of and learning of mathematics and can lead to negative views of the self as a mathematics learner and doer. Moreover, researchers and educators are less likely to implement and examine mathematics in non-formal contexts than other subjects, such as science and technology, which severely limits our understanding of how such learning environments can support students’ development as mathematics learners.
Therefore, the goal of this Research Topic is to recognize and celebrate the mathematics that is happening in non-formal learning environments. More research is needed to discover and uncover mathematical thinking, practices, and processes of students in different situations and environments; particularly, situations in non-formal learning contexts that may seem non-mathematical to students, parents and educators. Broadening our views as to what constitutes mathematics in non-formal contexts will push the field to think about where and how learning happens; where and how students are afforded opportunities to explore mathematics and engage in mathematical thinking, practices, and processes within cultural and authentic contexts; and where and how to recognize and leverage students’ and family’s humanistic approaches and understandings of mathematics.
For this Research Topic, potential areas of research include (but are not limited to):
1. mathematical thinking, practices, and processes of students from birth to post-secondary in their home and community contexts;
2. mathematics as integrated and grounded in STEM more broadly, such as within disciplines of engineering, career and technical, and maker education;
3. focus on students’ interest, motivation, identity, and engagement as mathematics learners in non-formal and cultural learning contexts;
4. ways to support parents/caregivers and informal educators in their roles as mathematics educators especially towards cultural intergenerational knowledge sharing;
5. approaches to embedding mathematics within non-formal and cultural learning environments;
6. representation of individuals from socially excluded, marginalized or non-western groups in the field of mathematics, such as individuals with learning disabilities and Indigenous peoples.
We welcome the following article types: Brief Research Report, Conceptual Analysis, Empirical Study, Original Research, Perspectives, Systematic Review.
Schools, while a powerful context for learning mathematics, often strip the complexity and authenticity of engaging in voluntary and interest-driven mathematical activities. Educators struggle to balance students’ mathematical development as defined by mandated standards and curriculum with students’ cultural backgrounds, home or community experiences, and every day or non-formal ways of knowing and doing mathematics. This limits children’s perception of and learning of mathematics and can lead to negative views of the self as a mathematics learner and doer. Moreover, researchers and educators are less likely to implement and examine mathematics in non-formal contexts than other subjects, such as science and technology, which severely limits our understanding of how such learning environments can support students’ development as mathematics learners.
Therefore, the goal of this Research Topic is to recognize and celebrate the mathematics that is happening in non-formal learning environments. More research is needed to discover and uncover mathematical thinking, practices, and processes of students in different situations and environments; particularly, situations in non-formal learning contexts that may seem non-mathematical to students, parents and educators. Broadening our views as to what constitutes mathematics in non-formal contexts will push the field to think about where and how learning happens; where and how students are afforded opportunities to explore mathematics and engage in mathematical thinking, practices, and processes within cultural and authentic contexts; and where and how to recognize and leverage students’ and family’s humanistic approaches and understandings of mathematics.
For this Research Topic, potential areas of research include (but are not limited to):
1. mathematical thinking, practices, and processes of students from birth to post-secondary in their home and community contexts;
2. mathematics as integrated and grounded in STEM more broadly, such as within disciplines of engineering, career and technical, and maker education;
3. focus on students’ interest, motivation, identity, and engagement as mathematics learners in non-formal and cultural learning contexts;
4. ways to support parents/caregivers and informal educators in their roles as mathematics educators especially towards cultural intergenerational knowledge sharing;
5. approaches to embedding mathematics within non-formal and cultural learning environments;
6. representation of individuals from socially excluded, marginalized or non-western groups in the field of mathematics, such as individuals with learning disabilities and Indigenous peoples.
We welcome the following article types: Brief Research Report, Conceptual Analysis, Empirical Study, Original Research, Perspectives, Systematic Review.
