TY - JOUR
T1 - Exploring STEM Pedagogy in the Mathematics Classroom
T2 - a Tool-Based Experiment Lesson on Estimation
AU - Leung, Allen
N1 - Funding information:
This research was supported by a grant from the General Research Fund (Project number GRF12404614), University Grant Committee, Hong Kong SAR and in collaboration with the mathematics teachers of True Light Middle School of Hong Kong
Publisher copyright:
Copyright © 2018, Ministry of Science and Technology, Taiwan
PY - 2019/10
Y1 - 2019/10
N2 - 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.
AB - 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.
KW - Boundary object
KW - Inquiry-based learning
KW - Mathematical modeling
KW - Pedagogy
KW - STEM education
UR - http://www.scopus.com/inward/record.url?scp=85053065611&partnerID=8YFLogxK
U2 - 10.1007/s10763-018-9924-9
DO - 10.1007/s10763-018-9924-9
M3 - Journal article
AN - SCOPUS:85053065611
SN - 1571-0068
VL - 17
SP - 1339
EP - 1358
JO - International Journal of Science and Mathematics Education
JF - International Journal of Science and Mathematics Education
IS - 7
ER -