The Contribution of Mathematics Education Researchers to the Current STEM Education Agenda

2020 ◽  
pp. 27-57 ◽  
Author(s):  
Judy Anderson ◽  
Lyn English ◽  
Noleine Fitzallen ◽  
Duncan Symons
Keyword(s):  
Mathematics Education ◽  
Stem Education ◽  
Education Agenda

scholarly journals Problematizing teaching and learning mathematics as “given” in STEM education

2019 ◽  
Vol 6 (1) ◽  
Author(s):  
Yeping Li ◽  
Alan H. Schoenfeld
Keyword(s):  
Mathematics Education ◽  
Stem Education ◽  
Teaching And Learning ◽  
Science Technology ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Alternative Approach ◽  
And Mathematics ◽  
Scientific Engineering

AbstractMathematics is fundamental for many professions, especially science, technology, and engineering. Yet, mathematics is often perceived as difficult and many students leave disciplines in science, technology, engineering, and mathematics (STEM) as a result, closing doors to scientific, engineering, and technological careers. In this editorial, we argue that how mathematics is traditionally viewed as “given” or “fixed” for students’ expected acquisition alienates many students and needs to be problematized. We propose an alternative approach to changes in mathematics education and show how the alternative also applies to STEM education.

Development of Study Aids and Project Activity Procedures for STEM Educatio

2012 ◽  
Vol 590 ◽  
pp. 503-507 ◽  
Author(s):  
Kazuyoshi Yoshino ◽  
Yasunari Kurita ◽  
Akinori Zukeran ◽  
Takayuki Misu ◽  
Yasuhiro Iida ◽  
...  
Keyword(s):  
Mathematics Education ◽  
Stem Education ◽  
Education System ◽  
Project Based Learning ◽  
Project Activity ◽  
Science Technology ◽  
Lego Mindstorms ◽  
And Mathematics

It is important to develop a student’s awareness to enable them to understand and apply the basics of sciences, mathematics, and engineering. In this study, we aim to implement STEM (Science, Technology, Engineering, and Mathematics) education by enabling students to gain awareness on their own. We propose study aids and procedures for a project activity using study aids for STEM education. To enable students to gain awareness, teachers should provide a study environment that empowers students to develop their own solutions and plans and to actively develop and test their models. The project-based learning (PBL) system provides an appropriate study environment. Based on this viewpoint, we developed study aids using LEGO MINDSTORMS Set and Simple & Powered Machines Set as materials and procedures for a project activity using the study aids for PBL education. We also give examples of project activities implemented in our education system for students in various fields and we report the responses of students who participated in these project activities.

scholarly journals Reliability Generalization Meta-analyses in Mathematics Education Research: A Research Synthesis

2021 ◽  
Vol 9 (4) ◽  
pp. 741-759
Author(s):  
Ashley M. Williams ◽  
Jamaal Young
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Stem Education ◽  
Literature Search ◽  
Grey Literature ◽  
Well Being ◽  
Self Esteem ◽  
Mathematics Education Research ◽  
Reliability Generalization ◽  
Meta Analyses

The purpose of this systematic review was to characterize the implementation of reliability generalization meta-analytic (RGM) practices within mathematics education-related empirical research. RGM studies are used to investigate and generalize the reliability of a measure across various studies. An exhaustive literature search was conducted to locate studies related to mathematics education, including RGM studies of psychological tests. The literature search included articles as well as grey literature (e.g., conference proceedings, dissertations, theses). Of the 27 RGM studies examined, five were on scales that related to mathematics education research, five were on scales related to motivation and/or learning, four related to self-esteem, self-concept, and/or self-efficacy, six related to perceptions, well-being, and/or anxiety, and seven related to personality or behavior. Of the mathematics education-related RGM studies, 85.5% (N=9,184) of the articles examined across studies had no mention of reliability or fell into the convention of citing previously reported reliabilities. Increasing awareness of RGM studies could lead to an increase in RGM studies conducted on mathematics education research scales, leading to increased understanding of mathematics education scales. This paper contributes to the literature on the practical and empirical importance of RGM for mathematics and STEM education praxis. 

scholarly journals Responding to the Demands of the STEM Education Agenda: The Experiences of Primary and Secondary Teachers from Rural, Regional and Remote Australia

2019 ◽  
Vol 5 (1) ◽  
pp. 40-59
Author(s):  
Sharon Fraser ◽  
Kim Beswick ◽  
Suzanne Crowley
Keyword(s):  
Curriculum Development ◽  
Secondary Teachers ◽  
Stem Education ◽  
Government Funding ◽  
Australian Government ◽  
School Innovation ◽  
Teachers And Students ◽  
Education Agenda ◽  
Key Driver ◽  
The Individual

In recent years STEM education has been the focus of Australian government funding initiatives, policy and curriculum development at the national and state levels and a key driver of school innovation. Principals, teachers and students have been called upon to develop their capability and interest in the individual STEM discipline subjects or to engage in interdisciplinary STEM activities. Much of the focus on STEM has been driven by a national agenda informed by the needs of industry, and research that indicates that the students graduating from schools and universities today with STEM qualifications will not be sufficient for society’s needs. While the agenda encompasses more than individual teachers or schools, it is teachers who are at the forefront of its implementation in classrooms. In this paper we report on the perceptions of teachers about issues impacting on the effective teaching of STEM in rural, regional and remote Australia, and strategies they use to overcome issues/barriers and building the confidence and capacity of STEM teachers. Based on these, the paper reports some potential solutions to the issues faced by schools in rural, regional and remote Australia addressing the demands of the STEM Education focus.

Using ICT in STEM Education

2018 ◽  
pp. 951-969
Author(s):  
Jean-François Hérold ◽  
Jacques Ginestié
Keyword(s):  
Mathematics Education ◽  
Information And Communication Technologies ◽  
Stem Education ◽  
Learning Process ◽  
Digital Technologies ◽  
Communication Technologies ◽  
Task Motivation ◽  
Information And Communication ◽  
And Mathematics ◽  
Teaching Learning

The aim of this paper is to examine the use of digital technologies in Science, Technology, Engineering, and Mathematics Education (STEM). We will discuss the effectiveness of the teaching-learning process in terms of the elements that could possibly promote learning with the use of Information and Communication Technologies (ICT) in STEM education. This will be done, first, by taking a learner-centred approach to an activity that students carried out using ICT to performing a task set by the teacher (cognitive engagement in the task, motivation, nature of knowledge built). The aim was to understand how ICT could be a cognitive aid for the student. Second, a teacher-centred perspective to the development of prescribed tasks (form, knowledge carried by the task) was used to identify how ICT can be adapted to aid student learning in STEM education.

National Need for Parity in STEM Education

2014 ◽  
Vol 21 (5) ◽  
pp. 261-262
Author(s):  
Colby Tofel-Grehl
Keyword(s):  
Mathematics Education ◽  
Prior Knowledge ◽  
Stem Education ◽  
Role Models ◽  
Positive Role ◽  
White House

The author reports on Dr. Boalerc;s speech at the White House last April regarding the lack of positive role models for girls in STEM education. This department publishes brief news articles, announcements, and guest editorials on current mathematics education issues that stimulate the interest of TCM readers and cause them to think about an issue or consider a specific viewpoint about some aspect of mathematics education. Help your teachers plan lessons by coaching them to think about activating students' prior knowledge about content, clearly state the lesson goal, facilitate learning new content, and assess students' learning of the day's work.

scholarly journals STEM Practices: A translational framework for large-scale STEM education design

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
Thomas Lowrie ◽  
Simon Leonard ◽  
Robert Fitzgerald
Keyword(s):  
Stem Education ◽  
Large Scale ◽  
Educational Practice ◽  
Early Learning ◽  
Design Based Research ◽  
Science Technology ◽  
Practice Architectures ◽  
Education Design ◽  
Education Agenda ◽  
And Mathematics

Underpinned by the nation-wide Early Learning STEM Australia (ELSA) project, this practice illustration presents a design framework to respond to the challenges of scaling and sustaining a large design-based research project. The framework, known as STEM Practices Framework, is informed by work within the Learning Sciences which suggests that the interplay between project innovation and the wider educational reform priorities are critical to the sustainability and scalability of projects. The ELSA project responded to this by developing processes of developmental evaluation to parallel the design based research of the project. Emerging from that process was a design proposition that the object of the project, and the entire STEM education agenda, is not simply to improve educational practice, but to shift educational purpose. Specifically, the paper argues that STEM Practices represents a qualitative shift in purpose from the content bound traditions of science, technology, engineering and mathematics education towards developing a greater capacity to use practices in diverse STEM contexts. The STEM Practices Framework described here was developed to support educators and developers to implement the project innovations built on this understanding. The framework is in two parts: (1) an adaptation of Kemmis et al.’s (2014) practice architectures approach and the practice architectures that support and constrain those practices. (2) A heuristic for working with STEM practices in large scale implementation.

scholarly journals STEM APPLICATIONS IN MATHEMATICS EDUCATION: THE EFFECT OF STEM APPLICATIONS ON DIFFERENT DEPENDENT VARIABLES

2018 ◽  
Vol 17 (2) ◽  
pp. 200-214 ◽  
Author(s):  
Bekir Yıldırım ◽  
Sabri Sidekli
Keyword(s):  
Mathematics Education ◽  
Stem Education ◽  
Self Efficacy ◽  
Mathematical Thinking ◽  
Thinking Skills ◽  
Research Approach ◽  
Mathematical Literacy ◽  
Spring Semester ◽  
Pedagogical Content ◽  
Engineering Mathematics

The purpose of the research is to analyze the effect of STEM applications on mathematics pre-service teachers' mathematical literacy self-efficacy, technological pedagogical knowledge and mathematical thinking skills and their views on STEM education. This research has been carried out by 29 mathematics pre-service teachers who are schoolers at the educational faculties of Mus Alparslan University. The research was completed in 10 weeks (3 hours per week) in spring semester of 2016-2017 academic year. Mixed research approach was used in the study. "Mathematical Literacy Self-Sufficiency Scale", "Mathematical Thinking Scale", "Technological Pedagogical Area Information Scale" and "STEM Interview Form for Mathematics Pre-service Teachers" were used as data collection instruments. The collected data were analyzed, and it was certain that the STEM applications positively affected the pre-service teachers' mathematics literacy self-efficacy and technological pedagogical content knowledge. However, STEM applications were not seemed to have a positive effect on mathematical thinking. Moreover, when the opinions of the pre-service teachers were examined, it was identified that the STEM applications changed positively the opinions of the pre-service teachers about the mathematical literacy, and that they lacked many subjects such as field knowledge and pedagogy knowledge about STEM education. Suggestions were made in the direction of the findings obtained. Key words: science, technology, engineering, mathematics education, mathematics pre-service teacher.

Using ICT in STEM Education

2017 ◽  
pp. 197-220
Author(s):  
Jean-François Hérold ◽  
Jacques Ginestié
Keyword(s):  
Mathematics Education ◽  
Information And Communication Technologies ◽  
Stem Education ◽  
Learning Process ◽  
Digital Technologies ◽  
Communication Technologies ◽  
Task Motivation ◽  
Information And Communication ◽  
And Mathematics ◽  
Teaching Learning

The aim of this paper is to examine the use of digital technologies in Science, Technology, Engineering, and Mathematics Education (STEM). We will discuss the effectiveness of the teaching-learning process in terms of the elements that could possibly promote learning with the use of Information and Communication Technologies (ICT) in STEM education. This will be done, first, by taking a learner-centred approach to an activity that students carried out using ICT to performing a task set by the teacher (cognitive engagement in the task, motivation, nature of knowledge built). The aim was to understand how ICT could be a cognitive aid for the student. Second, a teacher-centred perspective to the development of prescribed tasks (form, knowledge carried by the task) was used to identify how ICT can be adapted to aid student learning in STEM education.

Building Students’ Characters through STEM Education and Scientific Literacy

2019 ◽  
Author(s):  
Dessy Agustina ◽  
Adib Rifqi Setiawan
Keyword(s):  
Critical Thinking ◽  
Mathematics Education ◽  
Stem Education ◽  
Scientific Literacy ◽  
Education Students ◽  
Science Technology ◽  
New Knowledge ◽  
Draw Conclusion ◽  
And Mathematics ◽  
Scientific Phenomena

Most educators agree that assisting students in building character is a worthwhile education goal. Character affects everything about their lives such as their thoughts, decisions, actions, relationships and goals. The purpose of this work was to find out the ways to build the students' characters through (Science, Technology, Engineering and Mathematics) Education and Scientific Literacy. It can be concluded that building students' characters through STEM Education and Scientific Literacy has already been an alternative ways. Through STEM Education, students are urged to develop their knowledge and critical thinking to face existing phenomena. Students will also be able to design advantageous technology as alternative solution. Through Scientific Literacy, other than gaining new knowledge, students will be also urged to identify problems, describe scientific phenomena, and able to draw conclusion from the empirical evidences they found. In the end, student will be more sympathetic towards their environment, especially the science related ones.

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