This page focuses on interpreting data with community members. For the AM-ME project, we trained students and teachers in coding and held several meaning making activities over the course of the project. These discussions ensured our qualitative and quantitative findings were further contextualized by students and teachers from the schools.
Check out activities developed for analyze
Activities used to interpret findings with the AM-ME Research Group can be found in the Analyze Research Group Meetings.
Coding activity
All students and teachers participated in a coding activity. While the researchers led qualitative data analysis, we provided the AM-ME Research Group an opportunity to code excerpts from transcripts to better understand how the data was analyzed. Their coding also informed the Fall 2024 qualitative data collection, as they identified themes and discussed what they felt was missing in the data.
Meaning making activities
To better understand Black and Latino math engagement, we held several meaning making activities in the AM-ME Research Group meetings over the course of the project. Anytime data was collected and analyzed, we brought quantitative and qualitative findings to the students and teachers to make the data meaningful and actionable. Our qualitative meaning making activities directly impacted the development of the AM-ME survey, with students and teachers making data-informed decisions about survey items and definitions.
The Adapted Measure of Math Engagement Research Group includes six students (Antonio Chavira, Brianna Espy, Ryan Ombongi, Serrah Ssemukutu, Salma Ahmed, and Diamond Tony-Uduhirinwa), five teachers (Nathan W. Earley, Karina Mazurek, Kathleen Morgan, Karla Rokke, and Ashly Tritch), and five researchers (Marisa Crowder, Samantha E. Holquist, Diane (Ta-Yang) Hsieh, Claire Kelley, and Mark Vincent B. Yu). Researchers Alyssa Scott, Olivia Reyes, and Avalloy McCarthy also extensively contributed to this work. Bloomington Public School District leaders Betsy Hawes, Marcie Coval, Julio Caesar, and Rik Lamm provided support to this work. Jennifer Widstrand served as the project manager.
If you have questions about the Adapted Measures of Math Engagement project, please contact Principal Investigator Samatha E. Holquist at sholquist@childtrends.org.
This project is funded by the National Science Foundation, grant #2200437. Any opinions, findings, and conclusions or recommendations expressed in these materials are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.