Zack Ellerby, Christian Wagner, Stephen B Broomell
Capturing richer information: On establishing the validity of an interval-valued survey response mode
Behavior research methods
informal mathematics learning far less studied informal science learning youth experience learn mathematics homes communities math walks students learn mathematics appears world around opportunity create math walk stops communities particularly powerful approach informal mathematics learning study implemented explanatory sequential mixedmethod research design investigate impact problemposing activities math walks program high school students mathematical outcomes program implemented pandemic modified online program students met instructors via online meetings researchers analyzed students problemposing work surveyed students interest mathematics program compared complexity selfgenerated problems pre postassessments different learning activities program results study suggest students posed complex problems free problemposing activities semistructured problemposing students also posed complex problems postsurvey presurvey students mathematical dispositions significantly change presurvey postsurvey qualitative analysis showed began thinking deeply asking questions connecting school content realworld scenarios study provides evidence math walks program effective approach informal mathematics learning program successful helping students develop problemposing skills connect mathematical concepts world around overall math walks provide powerful opportunity informal mathematics learning