Students STEM-ing for Fair Greenspace Communities

Artigo2026

Jacqueline N. Ekeoba; Natalie L. Parker-Holliman

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Resumo

Residential proximity to greenspaces is positively linked to increased exposure to these wellness havens. When considering real-world application of scaling quantities, the greenspaces that participating students have access to is a logical focus. This article shares an opportunity for students to engage in mathematics in a culturally relevant lesson. Equitable access to greenspace served as a context for the lesson in an urban public school in the South Central region of the United States. The fifth-grade student population engaged in this lesson included 80 students over the course of 3 weeks, with the authors codesigning a learning experience empowering students to question fair access within mathematics instruction.

Dados da obra

Tipo: Artigo
Periódico: Mathematics Teacher: Learning and Teaching PK-12
Ano: 2026
Idioma: en
Palavras-chave: Elementary School Students; Grade 5; Mathematics Instruction; Mathematics Education; Elementary School Mathematics; Urban Education; Community Development; Neighborhood Improvement; Parks; Place of Residence
ISSN: 0025-5769
Acesso: Metadados apenas
Fontes: ERIC — Education Resources Information Center
Na Biblioteca desde: 01/11/2026 · verificada em 01/11/2026

Como citar

ABNT
EKEOBA, Jacqueline N.; PARKER-HOLLIMAN, Natalie L.. Students STEM-ing for Fair Greenspace Communities. Mathematics Teacher: Learning and Teaching PK-12, 2026. Disponível em: https://doi.org/10.5951/MTLT.2024.0184. Acesso em: 4 nov. 2026.

APA

Ekeoba, J. N., & Parker-Holliman, N. L. (2026). Students STEM-ing for Fair Greenspace Communities. Mathematics Teacher: Learning and Teaching PK-12. https://doi.org/10.5951/MTLT.2024.0184

BibTeX

@article{ekeoba2026,
  author = {Ekeoba, Jacqueline N. and Parker-Holliman, Natalie L.},
  title = {Students STEM-ing for Fair Greenspace Communities},
  year = {2026},
  journal = {Mathematics Teacher: Learning and Teaching PK-12},
  url = {https://doi.org/10.5951/MTLT.2024.0184},
  language = {en}
}

RIS

TY  - JOUR
AU  - Ekeoba, Jacqueline N.
AU  - Parker-Holliman, Natalie L.
TI  - Students STEM-ing for Fair Greenspace Communities
PY  - 2026
JO  - Mathematics Teacher: Learning and Teaching PK-12
UR  - https://doi.org/10.5951/MTLT.2024.0184
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS