P-ISSN 1945-7502
E-ISSN 1945-7448
Vol. 12, Issue 1, 2019June 01, 2023 PDT
Informing Informal STEM Learning: Implications for Mathematics Identity in African American Students
Informing Informal STEM Learning: Implications for Mathematics Identity in African American Students
Articles in Vol. 12, Issue 1, 2019
Vol. 12, Issue 1, 2019
- Special Editorial Team Introduction: The Foundation of STEM Is Mathematics EducationRobert M. CapraroJulia E. CalabreseMary M Capraro
- Integrated steM Education Through Open-Ended Game-Based LearningMicah Stohlmann
- Integrating Covariational Reasoning and Technology Into the Teaching and Learning of the Greenhouse EffectDebasmita BasuNicole Panorkou
- Informing Informal STEM Learning: Implications for Mathematics Identity in African American StudentsJamaal YoungJemimah YoungTaajah Witherspoon
- Effect of STEM PBL Embedded Informal Learning on Student Interest in STEM Majors and CareersAli BicerYujin Lee
- Mathematics and Science Self-efficacy and STEM Careers: A Path AnalysisHyunkyung KwonKatherine VelaAshley M. WilliamsLuciana R. Barroso
- Teaching Mathematics: Multiple Perspectives Among Teacher Candidates During a STEM Field ExperienceMegan Megan Burton
- Improving STEM Education Programs Through the Development of STEM Education StandardsDavid RosengranKarina K. R. HensberrySandra Vernon- JacksonKathleen Gibson Dee
- Role of Mathematics in Retention of Undergraduate STEM Majors: A MetaAnalysisMahati Kopparlo
Young, J., Young, J., & Witherspoon, T. (2023). Informing Informal STEM Learning: Implications for Mathematics Identity in African American Students. Journal of Mathematics Education, 12(1), 39–56. https://doi.org/10.26711/007577152790037