Angga is a Fulbright scholarship grantee from Indonesia. Currently, Angga is pursuing a doctoral degree at Ohio State University with a research concentration on mobile learning in mathematics classrooms. His future goal is to be a specialist in mathematics education then develop a mobile app so that students in urban and rural areas have the same learning quality. Angga has published some articles related to e-learning, augmented reality, math anxiety, and self-concept. Angga also has experience as an editor-in-chief of scientific journals for four years. Before continuing his Ph.D. at Ohio State University, Angga taught at Universitas Pamulang, Indonesia. In addition, Angga has routinely been a volunteer teacher at rural schools, such as Bani Fadil Vocational School in Indonesia, since 2017. Angga also manage a volunteer team to teach at orphanage, to be exact, at Al-Kamilah Foundation. Angga believes that every student deserves the best education for a better future.

Yuhang Li, li.8755@osu.edu, is a bachelor’s degree in mathematics major at The Ohio State University. Yuhang has a passion for teaching mathematics, and she is applying to the Master of math education program right now. She had the experience to teach math in a Chinese middle school which paid more attention to students’ mental health and helped students to apply math to solve “real world” problems. She is interested in using technology to make math more interesting and helping students to develop their mathematical thinking. Become a math teacher is not only a job for her, but also means she needs to spend time to understand students and help them to find the best way to study math. Growing up under both Chinese and American education affect her teaching style.

Title: The Story Collider presents Stories from Ohio State’s STEAM Factory

Date: November 18^th

Time: 7:00-8:00 p.m.

Location: Virtual, via CrowdCast

The STEAM Factory is pleased to partner with The Story Collider to bring you Stories from Ohio State’s STEAM Factory, a live (virtual) storytelling show featuring true, personal stories of sciences. Sign up for the event and tune in on Wednesday, November 18^th at 7:00 p.m. to hear stories told by three STEAM members.

Featured storytellers include:

• Cynthia Canan, Lecturer, Pharmacy Education & Innovation, College of Pharmacy
• Theodore Chao, Associate Professor, Mathematics Education, Department of Teaching & Learning, College of Education & Human Ecology
• Courtney Price, Education & Outreach Specialist, Arabidopsis Biological Resource Center, Center for Applied Plant Sciences, College of Arts & Sciences

This event is made possible thanks to funding from a BETHA 2020 grant.

Las familias hacen cosas juntas que tienen mucho que ver con la matemática, aunque tal vez no parece ser así a primera vista. Contando nuestros cuentos matemáticos de manera digital es un proceso donde usted y su familia pueden compartir sus cuentos. Estos cuentos muestran cómo son únicos y también pueden revelar la matemática que hacen a diario. Cuentos familiares no son solamente recuerdos especiales entre su familia, también pueden servir como recursos poderosos para el aprendizaje de los jóvenes. Cuando cuentan sus cuentos matemáticos de manera digital, los profesores podrán mejorar su enseñanza haciendo conexiones que tienen que ver con su hijo/a, su familia y su comunidad.

Families often do things together that connect to math–even if at first it doesn’t seem that way. Digital math storytelling is a process where you and your family can share the stories that make you unique, while also seeing the math that is a part of your daily life. Family stories aren’t just special memories you all share, they are powerful resources for your child’s learning. When you make digital math stories, your child’s teacher will be able to better create instruction that connects to your child, your family and your community.

Digital Mathematics Storytelling is a broad term used to describe ways that children can use videos, photographs, and audio to craft and share mathematically-rich narratives from their families and communities. These stories connect out-of-school mathematics with in-school mathematics and can increase students’ mathematics participation and confidence.

Digital Mathematics Storytelling revolves around telling a personal story, one that centers on a students’ experiences and insight. Think of  stories that you would share around a meal or family gathering, tales that can be told and retold. These stories often do not follow traditional three-act framework common in  Western media, but instead draw upon local community storytelling archetypes involving folktales and family histories.

Digital Mathematics Storytelling, therefore, does not involve just creating explanation videos of how one solved a mathematics problem based. Rather, Digital Mathematics Storytelling shows mathematics as it really exists within the community, showcasing not only mathematics, but the beauty of the community itself.

For example, the following figure shows the evolution of a digital mathematics story in a 4th-grade classroom. In Step 1, a 4th-grade child tells a story about measuring flour when making biscuits, making a surface-level connection to mathematics. The child tells a story about how she sees fractions when following cooking recipes. A community volunteer mentions that, in her own kitchen, she rarely measures ingredients, but cooks using experience and “feel” and wonders if the child’s family cooks similarly. The community member and other children suggest the story delve into how the child actually “lives” mathematics at home. A week later, in a second storycircle, the child reveals a new story about the rich mathematics she experiences with her mother and aunts when they cook a seven-dish family dinner together. The story details the intricate mathematics necessary to ration the ingredients and time so that all seven dishes are ready at exactly 6PM. The story details the body language, laughter, and kitchen shorthand that make up this mathematically rich space, positioning the mother and aunts as mathematical beings.

Melissa Adams Corral is a doctoral candidate at The Ohio State University. She is interested in bringing an organizing perspective to classroom-based research in schools that serve communities of color. She has worked as a bilingual elementary school teacher and taught 2nd-5th grades, in addition to holding an M.A. in Bilingual and Bicultural Education. Her work addresses topics that include: relational methodologies for classroom-based researchers, translanguaging pedagogies, children’s mathematical thinking, teaching and learning across content areas, and working with parents and communities. She has designed and run professional development in bilingual teaching, elementary mathematics teaching and student-centered learning. Growing up bilingual in English and Spanish has shaped both her teaching and her continued research and writing.

Ho-Chieh Lin, a Fulbright scholar from Taiwan, is currently a Ph.D. candidate in the Department of Teaching and Learning at The Ohio State University. Lin’s research addresses topics in Mathematics/STEM education, including technology integration, equity issues, and fractions cognition. His current research project investigates how children communicate their thinking around mathematical videos. He also designs a video-based online environment for promoting mathematical justification. The preliminary findings show that this environment creates opportunities for children to express their authentic ideas and engage in mathematical discussions with their peers.

Prior to his studies at OSU, Lin had taught elementary schools in Taiwan and the United States for several years. Particularly, he loves teaching mathematics, science, and language arts.

Ayse Ozturk, ozturk.25@osu.edu, is a doctoral candidate in the STEM Education program at The Ohio State University with a concentration in Mathematics Education. She holds an M.A. in Mathematics and an M.A. in Mathematics Education. Her research interests include mathematical modeling processes, quantitative reasoning, and teaching experiments using design-based research methodology. As a teacher educator, and researcher who comes from a minority background, her passion is developing and teaching equity and social-justice driven lessons to empower all students to be active, critical mathematical thinkers, and reflexive participants in society. Ayse has also enjoyed teaching STEM assessment courses, the technology used in STEM education, and mathematics content and method courses for elementary mathematics teacher candidates.

Ayse has published in journals and book chapters such as Mathematics Teacher: Learning and Teaching Pre-K–12  and High School Mathematics Lessons to Explore, Understand, and Respond to Social Injustice, and articles in review in journals and book chapters such as Educational Studies in Mathematics and Upper Elementary Mathematics Lessons to Explore, Understand, and Respond to Social Injustice.