Kate Chapman

Kate Chapman
Vanderbilt University | Vander Bilt · Department of Teaching, Learning, and Diversity

Doctor of Philosophy
Recently completed a PhD at Vanderbilt University, currently building research-practice partnerships in informal science

About

7
Publications
712
Reads
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5
Citations
Citations since 2016
7 Research Items
5 Citations
20162017201820192020202120220.00.51.01.52.02.53.0
20162017201820192020202120220.00.51.01.52.02.53.0
20162017201820192020202120220.00.51.01.52.02.53.0
20162017201820192020202120220.00.51.01.52.02.53.0
Introduction
I recently completed my dissertation at Vanderbilt University looking at intersections between formal and informal learning environments, and specifically how students make sense of shifting epistemic expectations. Currently looking for a full-time position.
Additional affiliations
July 2014 - April 2015
Vanderbilt University
Position
  • Master's Student
April 2013 - present
The Center for Wooden Boats
Position
  • Youth Field Trip Leader
Description
  • As a member of the Youth Education team, I am responsible for preparing and implementing field trip curricula for pre-K – middle-school visitors.
September 2012 - present
The Bush School
Position
  • Substitute Teacher
Description
  • I substitute for teachers from 6th through 12th grade in English, history, French, math, and music.
Education
August 2014 - August 2015
Vanderbilt University
Field of study
  • Learning Sciences and Learning Environmental Design
June 2012 - August 2012
University Child Development School, Teacher Education Center
Field of study
  • Mathematics Education
September 2008 - June 2011
University of Washington Seattle
Field of study
  • Educational Psychology

Publications

Publications (7)
Article
Full-text available
Designers in out-of-school spaces often negotiate the meaning of mathematics as part of the design process, determining what to include in classes and exhibits both implicitly and explicitly. This analysis suggests that instead of keeping these conversations behind the scenes, we should foreground them for participants. In doing so, we may actually...
Presentation
This submission to the special interactive session aims to develop testable design conjectures for a design-based research project involving a youth sailing camp. Youth sailing involves intensely immersive embodied experiences in boats, but also reflection on broader principles and processes. Coordinating between these two levels is often difficult...
Conference Paper
Full-text available
In this paper, we present a set of case studies of the mathematics that youth engaged when learning to knit and designing a simple rectangle. We present a range of experiences with knitting, and explore whether and how this manipulative can support and push students' proportional thinking. We consider the potential of this textile practice in the c...
Presentation
This symposium offers a look across several sites of informal STEM learning for moments of productive problem-posing. Despite the importance of problem-posing in both academic and applied STEM fields, students are rarely offered robust opportunities to define their own paths through these domains. When they are, it is often in the context of inform...
Preprint
Full-text available
This analysis looks at the potential for video with GPS-enabled data displays to act as a boundary object between everyday and scientific ways of knowing. Video records with complex data displays show potential for facilitating this connection in interest-driven environments by reanimating embodied experiences and thus making them part of sensemaki...
Poster
Full-text available
Despite significant gains in K-12 mathematics achievement, females(1) in the United States are still underrepresented in STEM careers. While many researchers have focused on individual traits of women and girls that might contribute to promoting persistence in these areas, others have taken a broader approach to look at the social practices that ro...
Poster
Full-text available
This work is part of a larger project examining mathematical practices within traditional textile crafts, and how they might be leveraged in middle school classrooms. Through interrogating the practices of expert knitters, we determined that much of the mathematics was most salient—at least in explicit form—in designing projects. While designing is...

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