and mathematics
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2022 ◽  
Vol 214 ◽  
pp. 105302
Margaret Becker ◽  
Ellen C. Litkowski ◽  
Robert J. Duncan ◽  
Sara A. Schmitt ◽  
James Elicker ◽  

2022 ◽  
Vol 12 ◽  
Xiaojing Weng ◽  
Thomas K. F. Chiu ◽  
Morris S. Y. Jong

A growing interest has been observed among K-12 school educators to incorporate maker pedagogy into science, technology, engineering, and mathematics (STEM) education to engage students in the design and making process. Both cognitive engagement and emotional engagement of students can be promoted through satisfying the psychological need of relatedness that concerns a sense of connection and belonging. How to support relatedness would influence the effective development of students’ cognitive competencies, namely creativity and critical thinking, and non-cognitive characteristics, namely interest and identity. Therefore, the present study investigated how two relatedness support strategies—real-world problems (RWP) and mentoring influence the development of student’s STEM-related cognitive competencies and non-cognitive characteristics in STEM marker activities. We implemented a 7-week intervention study with three classes of Grade 9 students (aged 13–15 years) in Hong Kong (n = 95). Three intervention conditions were designed in the experiment, comprising textbook problem (TBP), RWP, and RWP with mentoring (RWPM). Our analysis showed that (i) the differences in creativity among the three groups were non-significant, (ii) the RWP and RWPM groups showed stronger critical thinking than the TBP group, and (iii) the RWPM group exhibited stronger STEM interest and identity than the other two groups. This study revealed the effectiveness of adopting RWP strategy in developing secondary students’ perceived cognitive competencies (e.g., creativity and critical thinking) and the feasibility of employing a mentoring mechanism for cultivating learners’ perceived non-cognitive characteristics (e.g., STEM identity and interest). Hence, we also offered practical suggestions for teachers.

2022 ◽  
Vol 11 (1) ◽  
pp. 469-480
Giang-Nguyen T. ◽  
Byron Havard ◽  
Barbara Otto

<p>Students drop out of schools for many reasons, and it has negative effects on the individual and society. This paper reports a study using data published in 2015 from the Educational Longitudinal Study conducted by the National Center for Education Statistics to analyze the influence of parental involvement on low-achieving U.S. students’ graduation rates from high school. Findings indicate that both students and parents share the same perspective on the need for parental involvement in their academic progress. For low-achieving high school students, parental involvement in academic work is a positive factor influencing students’ graduation from high school.</p>

2022 ◽  
Vol 11 (1) ◽  
pp. 231-242
Nick W.

<p style="text-align: justify;">This paper investigates the quantitative literacy and reasoning (QLR) of freshmen students pursuing a Science, Technology, Engineering, and Mathematics (STEM)–related degree but do not necessarily have a Senior High School (SHS) STEM background. QLR is described as a multi-faceted skill focused on the application of Mathematics and Statistics rather than just a mere mastery of the content domains of these fields. This article compares the QLR performance between STEM and non-STEM SHS graduates. Further, this quantitative-correlational study involves 255 freshman students, of which 115 have non-STEM academic background from the SHS. Results reveal that students with a SHS STEM background had significantly higher QLR performance. Nevertheless, this difference does not cloud the fact that their overall QLR performance marks the lowest when compared to results of similar studies. This paper also shows whether achievement in SHS courses such as General Mathematics, and Statistics and Probability are significant predictors of QLR. Multivariate regression analysis discloses that achievement in the latter significantly relates to QLR. However, the low coefficient of determination (10.30%) suggests that achievement in these courses alone does not account to the students’ QLR. As supported by a deeper investigation of the students’ answers, it is concluded that QLR indeed involves complex processes and is more than just being proficient in Mathematics and Statistics.</p>

Encyclopedia ◽  
2022 ◽  
Vol 2 (1) ◽  
pp. 140-150
Danilo Capecchi ◽  
Giuseppe Ruta

This entry presents an overview on how mechanics in Greece was linked to geometry. In ancient Greece, mechanics was about lifting heavy bodies, and mathematics almost coincided with geometry. Mathematics interconnected with mechanics at least from the 5th century BCE and became dominant in the Hellenistic period. The contributions by thinkers such as Aristotle, Euclid, and Archytas on fundamental problems such as that of the lever are sketched. This entry can be the starting point for a deeper investigation on the connections of the two disciplines through the ages until our present day.

2022 ◽  
Vol 12 (1) ◽  
pp. 47
Lidón Monferrer ◽  
Gil Lorenzo-Valentín ◽  
María Santágueda-Villanueva

The much-needed interest in promoting a healthy lifestyle among school-age students has found a context for development: school gardens. There are numerous studies where using gardens as a teaching–learning context also improves students’ performance in the experimental sciences. In this study, we proposed another interest that sets it apart and adds motivation: combining curricular mathematics with experimental science content in this context. The search for possible studies in the scientific literature has gave rise to the review presented herein. From this review, we obtained 21 studies, from which we extracted a series of categories: whether research was undertaken and with which tools; which curricular contents were covered and the impact produced; the ages of the participants and duration of the project; and, finally, whether the garden was cultivated. The main conclusion of this search was the lack of a clear line of research linking school gardens, the experimental sciences, and mathematics, in addition to the scant presence of studies framed in this context. For that reason, we send a call to action to the scientific community encouraging the interdisciplinarity of the two aforementioned subjects within the context of school gardens.

Jennifer Louten

Student retention is a critical issue for universities, and nearly half of the students who start degree programs in science, technology, engineering, and mathematics (STEM) do not complete them. The current study tracks the progress of STEM students taking part in an entry-to-graduation program designed to build community, provide academic and social support, and promote engagement in academically purposeful activities. Although it had no effect on the number of students who changed their major, the program more than doubled the number of students who graduated in their original major. Black or Hispanic students taking part in the program also graduated at twice the rate of comparator students, largely attributable to the success of women in these groups. The results provide needed real-world insights into how to create an equitable environment that promotes the persistence and graduation of students, including those from groups historically underrepresented in STEM.

2022 ◽  
Robert Connelly ◽  
Simon D. Guest

This introduction to the theory of rigid structures explains how to analyze the performance of built and natural structures under loads, paying special attention to the role of geometry. The book unifies the engineering and mathematical literatures by exploring different notions of rigidity - local, global, and universal - and how they are interrelated. Important results are stated formally, but also clarified with a wide range of revealing examples. An important generalization is to tensegrities, where fixed distances are replaced with 'cables' not allowed to increase in length and 'struts' not allowed to decrease in length. A special feature is the analysis of symmetric tensegrities, where the symmetry of the structure is used to simplify matters and allows the theory of group representations to be applied. Written for researchers and graduate students in structural engineering and mathematics, this work is also of interest to computer scientists and physicists.

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