Wednesday, March 15
3:00 PM-4:00 PM
CDT
Grand Ballroom C & D

Making Math Games Count –Examining Components of Culturally Relevant Pedagogy, Transformative Social Emotional Learning, and Common Core State Standards with a Deductive Content Analysis of Free Online Math Games for Elementary School Students

Roundtable (F2F) ID: 61921
  1. aaa
    Luz Robinson
    University of North Carolina School of Education at Chapel Hill
  2. aaa
    Todd Cherner
    University of North Carolina School of Education at Chapel Hill
  3. Dorothy Espelage
    University of North Carolina School of Education at Chapel Hill

Abstract: This workshop is intended to enhance the skills and broaden the perspectives of attendees by engaging in a critical discussion on culturally relevant pedagogy (CRP) and transformative social emotional learning (TSEL) within a math education technology context. Elementary school is an opportune time to establish the building blocks for long-term academic success in mathematics and future involvement in STEM. However, persistent systemic inequities in education have impacted how math interventions are developed and implemented. The growing use of technology and gaming in education has the potential to be leveraged to develop and implement math interventions that center diverse identities and are both scalable and sustainable. This interactive workshop will focus on CRP and TSEL in math education technology with an emphasis on free math computer games for elementary school-aged students. The workshop will begin with a motivational warmup and then be followed by a research driven hands-on demonstration of CRP, TSEL, and how these present in existing free math games. During the presentation, there will be three discussion checkpoints and an activity to rate current math games according to a CRP and TSEL rubric. Research from a systematic content analysis on math games and the extent to which CRP and TSEL have been used will also be presented. The presentation will end with a discussion on implications for researchers, educators, and intervention developers.

Objectives

Workshop attendees will 1) Gain new knowledge on culturally relevant pedagogy, transformative social emotional learning, and math education technology. 2) Practice identifying components of CRP and TSEL in math education technology. 3) Engage in a critical discussion on social justice in math education technology and implications for research and practice.

Topical Outline

Topical Outline of Content: 1. Motivational Warm Up Activity (15-30 mins) 2. Research driven hands-on demonstration (2.5hrs) A. Culturally relevant pedagogy Describe CRP CRP in math education CRP and social justice in education B. Transformative social emotional learning Describe TSEL TSEL in math education TSEL and social justice in education C. Math education technology Describe math education technology Math gaming in education Math education technology and social justice D. Interactive activity using personal devices to score a set of free math games using a CRP and TSEL rubric E. Discussion of findings from a large-scale content analysis on free math games and present the extent to which CRP and TSEL is being used in a dissertation to reduce math anxiety and increase math self-efficacy using Human-Centered Design to develop a bilingual math game for Latinx/Hispanic elementary school students. F. Critical discussion on next steps for social justice in math education technology and implications for research and practice 3. Questions & Answers (15 mins)

Prerequisites

This workshop is open to anyone with any level of experience in math education, education equity, and social justice. There are no prerequisites.

Experience Level

Beginner

Qualifications

Luz E. Robinson is a doctoral candidate in school psychology at the University of North Carolina at Chapel Hill (UNC-CH). Her research centers strengthening protective factors to improve student academic, social and emotional outcomes for historically marginalized communities. Her dissertation is an interdisciplinary study that utilizes Human-Centered Design to develop and test a culturally relevant, bilingual math game to reduce math anxiety and increase math self-efficacy for Latinx/Hispanic elementary school students. She was recently awarded a Ford foundation predoctoral fellowship from the National Academies of Sciences, Engineering, and Medicine. She was also recently awarded a dissertation grant in elementary mathematics from Duolingo. She has co-authored 17 peer-reviewed publications, six book chapters and over a dozen conference submissions. Drs. Cherner and Espelage are Luz's dissertation committee members at UNC-CH and will be co-instructors during this workshop. Dr. Todd Cherner is a professor and program director of the Master of Arts in Educational Innovation, Technology, and Entrepreneurship. He is the XR SIG Chair for the Society for Information Technology and Teacher Education and his research focuses on extended realities (XR) to support student learning. He is also the Co-Founder and Chief Executive Officer of App Ed Review, a free database of online edtech reviews. Dr. Dorothy Espelage is a tenured professor and prevention scientist. She has conducted RCTs to evaluate K-12 social emotional learning programs impact on youth mental health and aggression.
No presider for this session.

Topics

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