Learning in Out-of-School Time
Explorations of Educational Purpose
Preface: Learning about Out of School Time (LOST) Learning Opportunities, Bronwyn Bevan, Reed Stevens, Philip Bell, Aria Razfar.- Part I.- Introduction: What counts as math and science?, Reed Stevens.- Chapter 1: Math I Am: What We Learn from Stories that People Tell about Math in their Lives, Indigo Esmonde1, Kristen Pilner Blair, Shelley Goldman, Lee Martin, Osvaldo Jimenez, Roy Pea.- Chapter 2: What Counts as Science in Everyday and Family Interactions?, Maureen Callanan, Megan Luce, Lara Triona, Jennifer Rigney, Deborah Siegel, Jennifer Jipson.- Chapter 3: What Counts as Mathematics when ‘We All Use Math Everyday’?: A Look at NUMB3RS, Indigo Esmonde.- Chapter 4: What Counts Too Much and Too Little as Math. Reed Stevens.- Chapter 5: When Is Mathematics, and Who Says So?, Ray McDermott.- Part II.- Introduction: Understanding How and Why People Learn Across Settings as an Educational Equity Strategy, Philip Bell.- Chapter 6: Creating within and across life spaces: The role of a computer clubhouse in a child’s learning ecology, Brigid Barron, Susie Wise, Caitlin K. Martin.- Chapter 7: Discovering and Supporting Successful Learning Pathways of Youth In and Out Of School: Accounting for the Development of Everyday Expertise Across Settings, Philip Bell, Leah Bricker, Suzanne Reeve, Heather Toomey Zimmerman, Carrie Tzou.- Chapter 8: Doing Science with Others at Preschool and at Home: A Comparison of Contextually Situated Interactional Configurations and their Implications for Learning, Siri Mehus, Reed Stevens, Linda Grigholm.- Chapter 9: Shifting Languages, Spaces, and Leaner Identities: Learning Mathematics After School, Aria Razfar.- Chapter 10: Expanding Methodologies to Account For Expansive Views of Learning: A Commentary on Section II, Kris Gutiérrez.- Part III.- Introduction: STEM in the Organized Out-of-School-Time Setting, Bronwyn Bevan.- Chapter 11: Out-Of-School-Time STEM: It’s Not What You Think, Bronwyn Bevan, Vera Michalchik.- Chapter 12: Examining Youth's Mathematics Practices in an After School Robotics Team, John Baker, Janine Remillard, Vivian Lim.- Chapter 13: After-school: An Innovative Model to Better Understand the Mathematics Learning of Latinas/Os, Lena Licón Khisty, Craig Willey.- Chapter 14: Teacher Development in After-school Mathematics Contexts: Insights from projects that capitalize on Latinas/os’ linguistic and cultural resources, Eugenia Vomvoridi-Ivanović, Maura Varley, Gabriel Viego, Ksenija Simić-Muller, Lena Licón Khisty.- Chapter 15: How "Hands-On" Implicitly Informs "What Counts" as Science, Rhiannon Crain, Molly Loomis, Rodney T. Ogawa.- Chapter 16: Thoughts on Science Education During the Afterschool Hours, Michael Cole.
From the reviews:
“LOST Opportunities is a volume of work focusing on the learning of mathematics and science that takes place outside of school. … the book offers some exciting agendas for future work. … the main themes of the book comprise the nature of mathematics in school and outside of school, the ‘un-naturalness’ of classrooms for learning, and issues of equity in mathematics (and more widely, STEM) education. … this book is a valuable addition to the literature.” (Tim Jay, Research in Mathematics Education, Vol. 15 (3), 2013)