Designing an Instrument to Measure the Development of Techno-Mathematical Literacies in an Innovative Mathematics Course for Future Engineers in STEM Education

Autor/inn/en	van der Wal, Nathalie J.; Bakker, Arthur; Drijvers, Paul
Titel	Designing an Instrument to Measure the Development of Techno-Mathematical Literacies in an Innovative Mathematics Course for Future Engineers in STEM Education
Quelle	In: ZDM: Mathematics Education, 55 (2023) 7, S.1243-1254 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (van der Wal, Nathalie J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-023-01507-1
Schlagwörter	Measurement Techniques; Mathematics Skills; Technological Literacy; Mathematics Education; Educational Innovation; STEM Education; Information Technology; Instructional Design; Mathematics Instruction; Inquiry; Active Learning; Communication Skills; Error Patterns; Tests + Suchen Sie Ihr Suchwort? Messtechnik; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Technisches Wissen; Mathematische Bildung; Instructional innovation; Bildungsinnovation; STEM; Informationstechnologie; Lesson concept; Lessonplan; Unterrichtsentwurf; Mathematics lessons; Mathematikunterricht; Aktives Lernen; Kommunikationsstil; Fehlertyp; Examination; Prüfung; Examen
Abstract	Techno-mathematical Literacies (TmL), which are defined as a combination of mathematical, workplace and ICT knowledge, and communicative skills, are acknowledged as important learning goals in STEM education. Still, much remains unknown about ways to address them in teaching and to assess their development. To investigate this, we designed and implemented an innovative course in applied mathematics with a focus on Techno-mathematical Literacies for 1st-year engineering students, and we set out to measure the learning effect of the course. Because measuring TmL is an uncharted terrain, we designed tests that could serve as pre- or posttests. To prevent a test learning effect, we aimed to design two different but equally difficult tests A and B. These were assigned randomly to 68 chemistry students, as a pretest, with the other one serving as posttest after the course. A significant development in TmL was found in the B-pre group, but not in the A-pre group. Therefore, as a follow-up analysis we investigated whether the two tests were equally difficult and searched for possible explanations. We found that test B was indeed perceived as more difficult than test A, but also that students who were assigned B (pre) were previously higher achieving than A (pre), and a sound mastery level of basic skills that ground the higher-order TmL seemed necessary. Furthermore, as TmL are very heterogenous by nature, some of them are easier learned and measured than others. Based on the results, we propose ways of testing TmL, which should be validated in future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01