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

Li, Yeping; Schoenfeld, Alan H.

doi:10.1186/s40594-019-0197-9

Cited by 180 publications

(152 citation statements)

References 54 publications

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“…The category that had grown most rapidly since 2010 is the one involving all four areas. Recent growth in the number of publications in category 1 likely reflected growing interest of traditional individual disciplinary based educators in developing and sharing multidisciplinary and interdisciplinary scholarship in STEM education, as what was noted recently by Li and Schoenfeld (2019) with publications in IJ-STEM.…”

Section: Resultsmentioning

confidence: 87%

Research and trends in STEM education: a systematic review of journal publications

et al. 2020

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With the rapid increase in the number of scholarly publications on STEM education in recent years, reviews of the status and trends in STEM education research internationally support the development of the field. For this review, we conducted a systematic analysis of 798 articles in STEM education published between 2000 and the end of 2018 in 36 journals to get an overview about developments in STEM education scholarship. We examined those selected journal publications both quantitatively and qualitatively, including the number of articles published, journals in which the articles were published, authorship nationality, and research topic and methods over the years. The results show that research in STEM education is increasing in importance internationally and that the identity of STEM education journals is becoming clearer over time.

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Section: Resultsmentioning

confidence: 87%

Research and trends in STEM education: a systematic review of journal publications

et al. 2020

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“…In the mathematics aspect, students looked so enthusiastic to calculate water discharge, as well as the Ph and TDS of water content. This result was relevant to Li & Schoenfeld (2019) that mathematics learning will become more interesting and meaningful if implemented through PjBL model using integrated STEM.…”

Section: Pjbl Creative Products Using Stream-based Approachmentioning

confidence: 77%

Implementation of Project -Based Learning Model (PjBL) Using STREAM-Based Approach in Elementary Schools

Azizah¹,

Sarwi²,

Ellianawati³

2020

JPE

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Learning in 21st Century focuses on the development of students learning activities in order to increase their creativity through creative products. This study aims to describe the implementation of Project-based Learning model using STREAM-based approach (Science, Technology, Religion, Engineering, Art, and Mathematics) on students learning activities and the results of creative products made by students. The research method used was descriptive qualitative. The data source was chosen using purposive sampling technique. The research subjects are 3 elementary schools in Banjarmasin city, amounting to 80 students. Data collection techniques were done through observation and product assesment. The results showed that the implementation of the PjBL model using STREAM-based approach had an effect on increasing the result of students learning up to 92.1 (very good), and their activeness in learning activities made them become more creative in designing an interesting product. In this study there were 4 creative products created by the students namely drip irrigation, water cycle, water quality test, and religious-based picture story booklets. The implication of this research is a great opportunity for teachers in elementary schools to use PjBL model using STREAM-based approach in order to increase students’ interest, creativity, and social attitudes in learning.

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“…However, of the 88 projects with a disciplinary focus on mathematics, 54 projects had mathematics as the only disciplinary focus (38 under "Education Research" program and 16 under "Special Education Research" program). We certainly hope that there will be more projects that further scholarship where mathematics is included as part of (integrated) STEM education (see Li & Schoenfeld, 2019).…”

Section: Resultsmentioning

confidence: 99%

Research and trends in STEM education: a systematic analysis of publicly funded projects

Wang

Xiao

et al. 2020

IJ STEM Ed

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Taking publicly funded projects in STEM education as a special lens, we aimed to learn about research and trends in STEM education. We identified a total of 127 projects funded by the Institute of Education Sciences (IES) of the US Department of Education from 2003 to 2019. Both the number of funded projects in STEM education and their funding amounts were high, although there were considerable fluctuations over the years. The number of projects with multiple principal investigators increased over time. The project duration was typically in the range of 3-4 years, and the goals of these projects were mostly categorized as "development and innovation" or "efficacy and replication." The majority of the 127 projects focused on individual STEM disciplines, especially mathematics. The findings, based on IES-funded projects, provided a glimpse of the research input and trends in STEM education in the USA, with possible implications for developing STEM education research in other education systems around the world.

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

Cited by 180 publications

References 54 publications

Research and trends in STEM education: a systematic review of journal publications

Research and trends in STEM education: a systematic review of journal publications

Implementation of Project -Based Learning Model (PjBL) Using STREAM-Based Approach in Elementary Schools

Research and trends in STEM education: a systematic analysis of publicly funded projects

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