ERIC Number: EJ1227289
Record Type: Journal
Publication Date: 2019-Oct
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1571-0068
EISSN: N/A
Available Date: N/A
Exploring STEM Pedagogy in the Mathematics Classroom: A Tool-Based Experiment Lesson on Estimation
International Journal of Science and Mathematics Education, v17 n7 p1339-1358 Oct 2019
How to pedagogically integrate the four STEM (science, technology, engineering, and mathematics) disciplines is a main discussion issue in STEM education. Inquiry-based learning, mathematical modeling, and tool-based pedagogy could go hand in hand to provide a possible integrated STEM pedagogical framework for mathematics and science. This discussion paper explores such a boundary pedagogy via the proposal of an inquiry-based modeling pedagogical cycle. The cycle is used as a lens to analyze a sequence of tool-based mathematics school lessons conducted as a science experiment on the topic of estimation. The lesson design is seen through the proposed pedagogical cycles and selected students' work is presented to illustrate students' different problem-solving tracks in a minimalist instruction environment. Pedagogical features that characterize a STEM boundary pedagogical approach are identified. The paper concludes with a discussion on some core values of STEM education.
Descriptors: STEM Education, Inquiry, Teaching Methods, Mathematical Models, Science Experiments, Problem Solving
Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link-springer-com.bibliotheek.ehb.be/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A