A fraction activity to understand sorting algorithms

2017 ◽  
Vol 23 (9) ◽  
pp. 560-563
Author(s):  
Barbara King ◽  
Carmen Petrick Smith
Keyword(s):  
Computer Science ◽  
Student Interest ◽  
Science Students ◽  
Stem Fields ◽  
Link Type ◽  
Integrated Stem ◽  
Sorting Algorithms ◽  
Science Technology ◽  
And Mathematics ◽  
Mathematics Department

In an activity integrating mathematics and computer science, students order fractions from least to greatest, reflect on the process they used, and make connections to sorting algorithms. Contributors to the iSTEM (Integrating Science, Technology, Engineering, and Mathematics) department share ideas and activities that stimulate student interest in the integrated STEM fields in K–grade 6 classrooms. Send submissions of no more than 1500 words to this department by accessing http://tcm.msubmit.net. See detailed submission guidelines for all departments at http://www.nctm.org/WriteForTCM.

Investigating bridge design

2015 ◽  
Vol 22 (4) ◽  
pp. 255-260
Author(s):  
Lukas J. Hefty
Keyword(s):  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Student Interest ◽  
Bridge Design ◽  
Student Centered ◽  
Integrated Stem ◽  
Engineering Design Process ◽  
Science Technology ◽  
Understanding Of Science ◽  
And Mathematics

Teachers making the transition to integrated, student-centered science instruction benefit from sharing resources, and this bridge design unit offers one example. The unit uses the engineering design process to give students time to develop critical thinking skills while helping teachers assess understanding of science and mathematics content. Each month, iSTEM (Integrating Science, Technology, and Engineering in Mathematics) authors share ideas and activities that stimulate student interest in integrated STEM fields in K–grade 6 classrooms.

Unearthing the Mathematics

2017 ◽  
Vol 23 (7) ◽  
pp. 438-441 ◽  
Author(s):  
Kim Hunter ◽  
Richard Cox ◽  
Sarah B. Bush ◽  
Kristin Leigh Cook ◽  
Jeffrey Jamner
Keyword(s):  
Fourth Graders ◽  
Rural School ◽  
Student Interest ◽  
Science Technology ◽  
And Mathematics ◽  
Mathematics Department

Fourth graders from a rural school in the midwest donned their paleontologist hats to meaningfully engage in reasoning mathematically about scale and work with measurement. Contributors to the iSTEM (Integrating Science, Technology, Engineering, and Mathematics) department share ideas and activities that stimulate student interest in the integrated fields of science, technology, engineering, and mathematics (STEM) in K–grade 6 classrooms.

A critical focus on the M in STEAM

2016 ◽  
Vol 23 (2) ◽  
pp. 110-114 ◽  
Author(s):  
Sarah B. Bush ◽  
Richard Cox ◽  
Kristin Leigh Cook
Keyword(s):  
Design Thinking ◽  
Fourth Graders ◽  
Student Interest ◽  
School Project ◽  
Science Technology ◽  
And Mathematics ◽  
Mathematics Department

Contributors to the iSTEM (Integrating Science, Technology, Engineering, and Mathematics) department share ideas and activities that stimulate student interest in the integrated fields of science, technology, engineering, and mathematics (STEM) in K–grade 6 classrooms. The authentic STEAM project described here was born of a critical need of one child in the community. Using the Design Thinking framework, a class of fourth graders embarked on what was arguably the most meaningful school project of their lives. We place an explicit focus on the M in STEAM.

Understanding Standard Units of Measure

2017 ◽  
Vol 23 (8) ◽  
pp. 500-503 ◽  
Author(s):  
Cynthia Orona ◽  
Vinson Carter ◽  
Heather Kindall
Keyword(s):  
Mathematical Concept ◽  
Second Grade ◽  
Student Interest ◽  
Science Technology ◽  
And Mathematics ◽  
Grade Classroom ◽  
Mathematics Department

This article applies STEM in a second-grade classroom by connecting literature and focusing on the mathematical concept of standard units of measure. Contributors to the iSTEM (Integrating Science, Technology, Engineering, and Mathematics) department share ideas and activities that stimulate student interest in the integrated fields of science, technology, engineering, and mathematics (STEM) in K–grade 6 classrooms.

Encouraging Optimization of Energy

2015 ◽  
Vol 21 (9) ◽  
pp. 560-564
Author(s):  
Jorge Garcia
Keyword(s):  
Student Interest ◽  
Science Technology ◽  
Winning Strategies ◽  
And Mathematics ◽  
Mathematics Department

This article encourages optimization skills and development of winning strategies in grades 3–6 students via some game-based activities with dots and lines. Contributors to the iSTEM (Integrating Science, Technology, and Engineering in Mathematics) department share ideas and activities that stimulate student interest in the integrated fields of science, technology, engineering, and mathematics (STEM) in K–grade 6 classrooms.

A STEAM investigation: Making giant strides

2018 ◽  
Vol 25 (2) ◽  
pp. 122-125
Author(s):  
Karen D. Owen ◽  
Lynn J. Kaiser ◽  
Sarah B. Bush ◽  
Kristin L. Cook
Keyword(s):  
Elementary School ◽  
Critical Thinking ◽  
Fifth Grade ◽  
Student Interest ◽  
Fifth Grade Students ◽  
Science Technology ◽  
Urban Elementary School ◽  
And Mathematics ◽  
Mathematics Department

In this article, the authors share how a class of fifth-grade students from an urban elementary school channeled their creativity and critical thinking in an engaging STEAM investigation. Contributors to the iSTEM (Integrating Science, Technology, Engineering, and Mathematics) department share ideas and activities that stimulate student interest in the integrated fields of science, technology, engineering, and mathematics (STEM) in K–grade 6 classrooms.

Do Female and Male Role Models Who Embody STEM Stereotypes Hinder Women’s Anticipated Success in STEM?

2011 ◽  
Vol 2 (6) ◽  
pp. 656-664 ◽  
Author(s):  
Sapna Cheryan ◽  
John Oliver Siy ◽  
Marissa Vichayapai ◽  
Benjamin J. Drury ◽  
Saenam Kim
Keyword(s):  
Computer Science ◽  
Role Models ◽  
Role Model ◽  
Current Work ◽  
Stem Fields ◽  
Male Role ◽  
Female Role ◽  
Science Technology ◽  
And Mathematics

Women who have not yet entered science, technology, engineering, and mathematics (STEM) fields underestimate how well they will perform in those fields (e.g., Correll, 2001 ; Meece, Parsons, Kaczala, & Goff, 1982). It is commonly assumed that female role models improve women’s beliefs that they can be successful in STEM. The current work tests this assumption. Two experiments varied role model gender and whether role models embody computer science stereotypes. Role model gender had no effect on success beliefs. However, women who interacted with nonstereotypical role models believed they would be more successful in computer science than those who interacted with stereotypical role models. Differences in women’s success beliefs were mediated by their perceived dissimilarity from stereotypical role models. When attempting to convey to women that they can be successful in STEM fields, role model gender may be less important than the extent to which role models embody current STEM stereotypes.

Using Community Events to Enliven STEM Education

2017 ◽  
Vol 23 (6) ◽  
pp. 376-379
Author(s):  
Michelle Daml
Keyword(s):  
Stem Education ◽  
Local Community ◽  
Student Interest ◽  
Science Technology ◽  
And Mathematics ◽  
The Many ◽  
Mathematics Department

This article explores the many ways in which teachers can easily use STEM topics to incorporate local community events into their lessons. Contributors to the iSTEM (Integrating Science, Technology, Engineering, and Mathematics) department share ideas and activities that stimulate student interest in the integrated fields of science, technology, engineering, and mathematics (STEM) in K–grade 6 classrooms.

Student as Commentators

2018 ◽  
Vol 24 (5) ◽  
pp. 324-327
Author(s):  
Amanda G. Sawyer ◽  
Daniel L. Sawyer
Keyword(s):  
Mathematical Problem ◽  
Student Interest ◽  
Classroom Activity ◽  
Science Technology ◽  
And Mathematics ◽  
Mathematics Department

This classroom activity uses Internet tools to help teach order of operations by critiquing adults' responses to a mathematical problem on Facebook®. Contributors to the iSTEM (Integrating Science, Technology, Engineering, and Mathematics) department share ideas and activities that stimulate student interest in the integrated fields of science, technology, engineering, and mathematics (STEM) in K–grade 6 classrooms.

Let's get movin'

2015 ◽  
Vol 22 (5) ◽  
pp. 311-314 ◽  
Author(s):  
Terri L. Kurz ◽  
Alejandra Serrano
Keyword(s):  
Preservice Teachers ◽  
Elementary School ◽  
Student Interest ◽  
Stem Fields ◽  
Elementary School Student ◽  
Integrated Stem ◽  
Science Technology

A Calculator-Based Ranger™ (CBR) can be used to support the understanding of position or time graphs. Preservice teachers used CBRs to help make sense of graphs through movement. An experience with an elementary school student is also described. iSTEM (Integrating Science, Technology, and Engineering in Mathematics) authors share ideas and activities that stimulate student interest in integrated STEM fields in K–grade 6 classrooms.

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