STEAM and Critical Making in Teacher Education

Namukasa, Immaculate Kizito; Hughes, Janette; Scucuglia, Ricardo

doi:10.1007/978-3-030-44982-7_15-1

Cited by 1 publication

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“…Gao et al (2020) report that there has been little research on assessing students' interdisciplinary understanding in STEM education, and likewise it is rare to find studies that show how STEM education helps students to develop understanding of mathematical concepts. A few studies have explored how the integration of computer science technologies enhance students' thinking about abstract mathematics concepts (e.g., Namukasa et al, 2022;Pei et al, 2018;Sinclair & Patterson, 2018). More progress seems to have been made in designing integrated STEM professional development programs for teachers and investigating changes in their knowledge and practice (e.g., Anderson et al, 2017;Hobbs et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

Mathematics and interdisciplinary STEM education: recent developments and future directions

Goos,

Carreira,

Namukasa

2023

ZDM Mathematics Education

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This special issue introduces recent research on mathematics in interdisciplinary STEM education. STEM education is widely promoted by governments around the world as a way of boosting students’ interest and achievement in science, technology, engineering, and mathematics and preparing STEM-qualified workers for twenty-first century careers. However, the role of mathematics in STEM education often appears to be marginal, and we do not understand well enough how mathematics contributes to STEM-based problem-solving or how STEM education experiences enhance students’ learning of mathematics. In this survey paper, we present a narrative review of empirical and conceptual research literature, published between 2017 and 2022. These literature sources are organised by a framework comprising five thematic clusters: (1) interdisciplinary curriculum models and approaches; (2) student outcomes and experiences; (3) teacher preparation and professional development; (4) classroom implementation and task design; and (5) policy, structures, and leadership. We use the framework to provide an overview of the papers in this issue and to propose directions for future research. These include: investigating methods and rationales for connecting the constituent STEM disciplines so as to preserve the disciplinary integrity of mathematics; clarifying what is meant by student “success” in interdisciplinary STEM programs, projects, and other educational approaches; moving beyond classroom practices that position mathematics as just a tool for solving problems in other disciplines; understanding what makes a STEM task mathematically rich; and asking how STEM education research can productively shape STEM education policy.

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