Exploring STEM Pedagogy in the Mathematics Classroom: A Tool-Based Experiment Lesson on Estimation

Autor/in	Leung, Allen
Titel	Exploring STEM Pedagogy in the Mathematics Classroom: A Tool-Based Experiment Lesson on Estimation
Quelle	In: International Journal of Science and Mathematics Education, 17 (2019) 7, S.1339-1358 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Leung, Allen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-018-9924-9
Schlagwörter	STEM Education; Inquiry; Teaching Methods; Mathematical Models; Science Experiments; Problem Solving + Suchen Sie Ihr Suchwort? STEM; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematical model; Mathematisches Modell; Problemlösen
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01