LOST Opportunities

Learning in Out-of-School Time

Editors:

ISBN: 978-94-007-4303-8 (Print) 978-94-007-4304-5 (Online)

Table of contents (19 chapters)

  1. Front Matter

    Pages i-xiii

  2. PART1

    1. Front Matter

      Pages 1-1

    2. No Access

      Book Chapter

      Pages 3-6

      Introduction: What Counts as Math and Science?

    3. No Access

      Book Chapter

      Pages 7-27

      Math I Am: What We Learn from Stories That People Tell About Math in Their Lives

    4. No Access

      Book Chapter

      Pages 29-48

      What Counts as Science in Everyday and Family Interactions?

    5. No Access

      Book Chapter

      Pages 49-63

      What Counts as Mathematics When “We All Use Math Every Day”? A Look at NUMB3RS

    6. No Access

      Book Chapter

      Pages 65-83

      What Counts Too Much and Too Little as Math

    7. No Access

      Book Chapter

      Pages 85-91

      When Is Mathematics, and Who Says So?: A Commentary on Part I

  3. PART2

    1. Front Matter

      Pages 93-93

    2. No Access

      Book Chapter

      Pages 95-98

      Introduction: Understanding How and Why People Learn Across Settings as an Educational Equity Strategy

    3. No Access

      Book Chapter

      Pages 99-118

      Creating Within and Across Life Spaces: The Role of a Computer Clubhouse in a Child’s Learning Ecology

    4. No Access

      Book Chapter

      Pages 119-140

      Discovering and Supporting Successful Learning Pathways of Youth In and Out of School: Accounting for the Development of Everyday Expertise Across Settings

    5. No Access

      Book Chapter

      Pages 141-165

      Doing Science with Others at Preschool and at Home: A Comparison of Contextually Situated Interactional Configurations and Their Implications for Learning

    6. No Access

      Book Chapter

      Pages 167-186

      Shifting Languages, Spaces, and Learner Identities: Learning Mathematics After School

    7. No Access

      Book Chapter

      Pages 187-191

      Expanding Methodologies to Account for Expansive Views of Learning: A Commentary on Part II

  4. PART3

    1. Front Matter

      Pages 193-193

    2. No Access

      Book Chapter

      Pages 195-200

      Introduction: STEM in the Organized Out-of-School Time Setting

    3. No Access

      Book Chapter

      Pages 201-217

      Out-of-School Time STEM: It’s Not What You Think

    4. No Access

      Book Chapter

      Pages 219-231

      Examining Youth’s Mathematics Practices in an After-School Robotics Team

    5. No Access

      Book Chapter

      Pages 233-249

      After-School: An Innovative Model to Better Understand the Mathematics Learning of Latinas/os

    6. No Access

      Book Chapter

      Pages 251-263

      Teacher Development in After-School Mathematics Contexts: Insights from Projects that Capitalize on Latinas/os’ Linguistic and Cultural Resources

    7. No Access

      Book Chapter

      Pages 265-278

      How Hands-On Implicitly Informs “What Counts” as Science

    8. No Access

      Book Chapter

      Pages 279-282

      Thoughts on Science Education During the After-School Hours: A Commentry on Part III

  5. Back Matter

    Pages 283-297