Kate Chapman

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

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...

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...

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...

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...

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...

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...

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...