After-school setting offered richer activity diversity, dialogue, and peer interaction than regular classrooms¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students compared the after-schools favorably to their regular mathematics classrooms, noting limited activity diversity in class and freedom to move around and consult peers in the after-school. → Maura Varley Gutiérrez 2011

Evidence¶

Maura Varley Gutiérrez 2011¶

Maura Varley Gutiérrez, Craig Willey, & Lena L. Khisty. (2011). (In)equitable Schooling and Mathematics of Marginalized Students: Through the Voices of Urban Latinas/os. Journal of Urban Mathematics Education, 4(2), 26–43. http://education.gsu.edu/JUME

q2 · i? · qualitative · r3

Qualitative comparison drawn from student comments in both project sites. Marlena described being able to move around, check other pairs' answers, and ask 'what did you get?' in the after-school, unlike the normal class; facilitators asked questions rather than offering explanations.

"When we asked students to compare the after-schools to their mathematics classrooms, students frequently noted how their regular classroom experiences were limited in the diversity and quality of activities."

Discussion¶

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