AERA 2026- The Effects of Creating Versus Experiencing Math Walks Stops in Informal Learning Settings

At this year’s American Educational Research Association* annual meeting, our team shares new findings on the power of student-created math walks. While prior research has explored students participating in math walks, few studies have compared that experience with students designing their own. In a randomized study of 107 students across Grades 1–10 and four informal learning sites, we found that students who created math walks demonstrated higher interest in mathematics, posed both shallow and deep questions, and reported greater enjoyment using a mobile app to engage with math in the world around them. The implications for informal STEM learning are significant.

Walkington, C. A., Petrosino, A. J., Sayed, J. D., Milton, S. L., Khan, S., Desjardins, E., Beauchamp, T., Cabanas, M., & Stringer, E. (2026, April 8). The Effects of Creating Versus Experiencing Math Walks Stops in Informal Learning Settings. Paper presented at the annual meeting of the American Educational Research Association, Los Angeles, CA, United States.

*The American Educational Research Association (AERA), founded in 1916, is the premier international professional organization dedicated to advancing educational research, improving the educational process, and promoting the use of research to serve the public good. It boasts over 25,000 members, including educators, researchers, and graduate students

 Wed, April 8, 9:45 to 11:15am PDT (11:45am to 1:15pm CDT), JW Marriott Los Angeles L.A. LIVE, Floor: Gold Level, Gold 3

Abstract

Informal learning experiences can be a powerful way to allow students to see math in the world around them. Math walks are an informal learning activity that has been explored in the literature, with research shifting from examining students going on math walks to students creating their own math walks. However, no existing studies have directly compared these two approaches, as we do in the present investigation of 107 students in grades 1-10 randomly assigned to two conditions across 4 informal learning sites. We find that students creating math walks have higher math interest, ask a variety of both shallow and deep mathematical questions, and show enjoyment of the experience of using a mobile app to engage in math walks.

Candace A. Walkington, Southern Methodist University

 Anthony J. Petrosino, Southern Methodist University

Jennifer D. Sayed, Southern Methodist University

Saki L. Milton, Southern Methodist University

Safia Khan, Southern Methodist University

Eric Desjardins, Southern Methodist University

Theodora Beauchamp, Southern Methodist University

Mary Cabanas, Southern Methodist University

Elizabeth Stringer, Southern Methodist University