The incorporation of the “M” in STEAM must extend beyond simply a tool to address science and engineering standards (Authors, 2016; NCSM/NCTM, 2018). We present a mathematics- rich STEAM inquiry in which elementary students engaged in solving the issue of homelessness for one family in need.
The mathematics education community has routinely called for mathematics tasks to be connected to the real world. However, accomplishing this in ways that are relevant to students’ lived experiences can be challenging. Meanwhile, mathematical modeling has gained traction as a way for students to learn mathematics through real‐world connections. In an open problem to the mathematics education community, this paper explores connections between the mathematical modeling and the nature of what is considered relevant to students. The role of empathy is discussed as a proposed component for consideration within mathematical modeling so that students can further relate to real‐world contexts as examined through the lens of Ecological Systems Theory. This is contextualized through a classroom‐tested example entitled “Tiny Homes as a Solution to Homelessness” followed by implications and conclusions as they relate to mathematics education.
is a null line ; hence the plane is the null plane of the system through 0. Its equation is clearly p[rxF;I']=O, where p is the position vector relative to 0 , of a current point in the plane. S. DIXON. 2424. Light transmitted through a pile of parallel plates (Xote 2269). Suppose that we have a set of parallel plates on which light of intensity I falls normally. And suppose that, when light falls normally on the kth plate in either direction, a fraction t, of the light is transmitted and a fraction rk reflected, where tk + rk = 1, so that no light is absorbed. Then we can prove
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