ERIC Number: EJ1443500
Record Type: Journal
Publication Date: 2024
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2468-1954
EISSN: EISSN-2468-4368
Available Date: N/A
The Impact of STEM Approach to Developing Mathematical Thinking for Calculus Students among Sohar University
Mohammad A. Tashtoush; Aida B. Al-Qasimi; Nawal A. Shirawia; Noha M. Rasheed
European Journal of STEM Education, v9 n1 Article 13 2024
This study aims to prepare an educational program based on integrating Science, Technology, Engineering and Mathematics (STEM) to develop students' mathematical thinking skills. It also aims to provide proposals that could have a major role in rebuilding some of the general features on which mathematics curricula can be built according to the STEM approach. The study used an experimental approach; the study sample consists of 121 students in a Calculus course. The participants were grouped purposefully into 50 control group and 71 experimental group. Results showed that the students in the experimental group who were exposed to the STEM approach surpassed the control group students who studied in the traditional way. Findings also indicated that the educational STEM approach activities had a positive role in the process of learning and searching for various sources of information. Besides, the STEM approach engages students in observation, discovery, interpretation, and discussion; activities that help them solve various issues. The study therefore recommends that students also perform educational STEM based activities in other mathematics courses.
Descriptors: STEM Education, Calculus, Mathematics Instruction, Thinking Skills, Skill Development, Comparative Analysis, Learning Processes, Learning Activities, Instructional Effectiveness, Foreign Countries, College Students
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Oman
Grant or Contract Numbers: N/A
Author Affiliations: N/A