ERIC Number: EJ1435694
Record Type: Journal
Publication Date: 2024-Aug
Pages: 12
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-0025-5769
EISSN: EISSN-2330-0582
Inclusive Playground Design
Holly Tate; Samantha Anstett; Beth Cooke; Merrie Joy Hrabak; Jennifer Suh
Mathematics Teacher: Learning and Teaching PK-12, v117 n8 p550-561 2024
The mathematics of budgeting and space can lead to a justice-oriented experience for elementary students as they design a proposal for an inclusive playground. The authors' work focused on creating the space for elementary children to see the interconnectedness between mathematics and a community social injustice, lack of inclusive playground access, through community-based mathematical modeling (CBMM). This article highlights how third- and fourth-grade teachers, a math coach, and a university professor (also authors of this paper) collaboratively and thoughtfully engaged in the CBMM cycle.
Descriptors: Playgrounds, Accessibility (for Disabled), Inclusion, Grade 3, Grade 4, Student Attitudes, Mathematics Education, Mathematical Models, Educational Cooperation, Social Cognition
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education; Elementary Education; Grade 3; Primary Education; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF), Division of Research on Learning in Formal and Informal Settings (DRL)
Authoring Institution: N/A
Grant or Contract Numbers: 2010269; 2008997; 2010202; 2010178