Learner-Driven Engagement in Out-of-School Mathematics Spaces
Our current understanding of mathematical engagement lacks nuance as it is built primarily out of what we see in schools and neglects the mathematics of mathematicians and of children in out-of-school mathematics spaces. In particular, the scarcity of research on learner-driven engagement in out-of-school mathematics spaces is concerning, given that much of children’s waking hours are spent outside of formal educational contexts. Better understanding outside-of-school learning is important not only for school-based instruction but also for supporting learning outside of school. In this dissertation, I synthesize and build on relevant literature from multiple fields of research in order to empirically explore a spectrum of learner-driven engagement in out-of-school mathematics activities. By articulating benefits and draw-backs to open designs for mathematical activity, this dissertation can inform future research into how to leverage learners’ existing resources –– such as aesthetic practices, mathematical practices, and playful ways of engaging –– towards meaningful learner driven-engagement in mathematics, both in and out of school.