The Role of Mathematics in interdisciplinary STEM education

Maaß, Katja; Geiger, Vince; Quesada, Antonio; Goos, Merrilyn

doi:10.1007/s11858-019-01100-5

Cited by 195 publications

(140 citation statements)

References 77 publications

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“…More specifically, modeling activities as well as addressing socio-scientific issues using a student-centered approach such as IBL can be identified as the necessary tools to combine science and mathematics with citizenship education. However, neither of these three tools are frequently applied in today’s classrooms (Maass et al, 2019b ). To support teachers in incorporating citizenship education in science and mathematics classrooms more frequently, there is a strong need for additional PD courses (Knippels & van Dam, 2017 ).…”

Section: Discussionmentioning

confidence: 99%

Promoting Active Citizenship in Mathematics and Science Teaching

Maaß

Sorge

Quesada

et al. 2021

Int J of Sci and Math Educ

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The world is facing severe global challenges such as climate change, food security, rising migration, social justice, or the current corona crisis. In these times, citizenship education seems more important than ever. How can this citizenship education relate to mathematics and science learning? The research project MaSDiV (Supporting mathematics and science teachers in addressing diversity and promoting fundamental values) connected mathematics and science with citizenship education by modeling real-life problems relevant to society. In this paper, we present the foundational design features of the PD course as well the results from the accompanying evaluation of this PD course, which was implemented by partners in six countries to support teachers in connecting mathematics and science education with citizenship education. More specifically, we investigate how participating teachers experienced the PD program; how their self-efficacy beliefs, learning-related beliefs, as well as teaching practices change; and which factors contributed to that change. In order to investigate the outcome of the PD program, we surveyed N = 311 mathematics and science teachers’ pre- and post-participation of the PD in six different European countries. Among others, our results show that in general, most participating teachers reported a high overall satisfaction with the course across all six participating countries. They also indicate that teachers’ self-efficacy beliefs about using relevant contexts, their learning-related beliefs about the benefits of using contexts, as well as their own teaching practice changed significantly after participating in the MaSDiV PD course.

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Section: Discussionmentioning

confidence: 99%

Promoting Active Citizenship in Mathematics and Science Teaching

Maaß

Sorge

Quesada

et al. 2021

Int J of Sci and Math Educ

Self Cite

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“…The drive to promote STEM education has been rooted in the needs of societies and economies and, as a result, focus has typically been placed on addressing real life issues which invariably require the combination of knowledge and skills from different disciplines (Hazelkorn et al 2015;Maass et al 2019). This has led to an emphasis on not just improving student proficiency in the individual disciplines but also the promotion of means by which students can be challenged to combine learning in each subject (Maass et al 2019). Initiatives such as the STEM@school project funded by the Flemish government in Belgium are becoming common place.…”

Section: Why Integrate?mentioning

confidence: 99%

A conceptual framework for integrating mathematics and science in the secondary classroom

Treacy

2021

SN Soc Sci

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This article presents a theoretical model for integrating mathematics and science in the secondary classroom. This model, Authentic Integration of Mathematics and Science (AIMS), promotes engagement with rich tasks which combine topics from mathematics and science to enable enhanced learning through structured inquiry, dialogue, and application of knowledge and skills from both subjects to relatable tasks. It is argued that this model will provide opportunities for students to retrieve previously learned material and explore key concepts from both disciplines in tandem, thereby strengthening retention and understanding. Application of this model should also support the enhancement of students' problem-solving skills and the facilitation of meaningful applications of mathematics to other disciplines in a sustainable manner. Attempts to integrate mathematics and science in the classroom are widely recommended but often encounter barriers such as deficiencies in teacher knowledge of their non-specialist subject, the inflexible nature of school timetables, and a dearth of instructional materials, amongst other issues. Lesson study is proposed as an effective means for operationalising the AIMS model and providing a framework which accounts for these barriers and allows for consistent implementation in tandem with single-subject instruction.

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“…Keterampilan matematika menjadi atribut penting yang harus dimiliki semua warga negara karena matematika terlibat di setiap tingkat pemahaman seperti perubahan iklim, termasuk gambaran dan prediksi maupun konsekuensi dari perubahan tersebut (Maass et al, 2019). Matematika juga merupakan bagian dari literasi fundamental selain literasi bahasa ibu, bahasa kedua, sains, teknologi, teknik, seni budaya, komputasi atau pemrograman, keuangan, dan pendidikan kewarganegaraan sebagai salah satu kompetensi utama yang harus dimiliki siswa usia tiga sampai 18 tahun guna memenuhi visi masyarakat yang dinamis dan evolusioner dalam memberikan respons terhadap tantangan perubahan dan pembangunan nasional yang berkelanjutan (Opertti, 2017).…”

Section: Pendahuluanunclassified

Literasi matematis dan self-efficacy siswa ditinjau dari perbedaan kebijakan sistem zonasi

Muhazir

Hidayati

Retnawati

2021

Pytha Jurnal Pend. Math

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Penelitian ini bertujuan untuk (1) mendeskripsikan kemampuan literasi matematis dan self-efficacy siswa kelas XI SMA; (2) mendeskripsikan dampak perbedaan kebijakan sistem zonasi terhadap kemampuan literasi matematis dan self-efficacy siswa kelas XI SMA; dan (3) mendeskripsikan hubungan antara literasi matematis dan self-efficacy siswa kelas XI SMA. Penelitian survei ini melibatkan 346 siswa dari Kota Banjarmasin dan 321 siswa dari Kota Palangka Raya. Kedua kota tersebut memiliki kebijakan zonasi yang berbeda. Pengumpulan data dilakukan melalui tes dan angket yang telah memenuhi kriteria valid dan reliabel. Teknik analisis data yang digunakan adalah statistik deskriptif dan inferensial. Hasil penelitian menunjukkan bahwa literasi matematis siswa di Kota Banjarmasin dan Kota Palangka Raya berada pada kategori rendah, sedangkan self-efficacy siswa pada kedua kota berada pada kategori sedang. Tidak terdapat perbedaan yang bermakna pada rata-rata literasi matematis antara siswa di Kota Banjarmasin dan Palangka Raya. Namun demikian, terdapat perbedaan yang bermakna pada rata-rata self-efficacy antara siswa di Kota Banjarmasin dan Palangka Raya. Kebijakan zonasi di Kota Palangka Raya menyebabkan perbedaan rata-rata literasi matematis siswa pada sekolah kategori tinggi, sedang, dan rendah. Sedangkan kebijakan zonasi di Kota Banjarmasin menyebabkan perbedaan rata-rata self-efficacy siswa pada sekolah kategori tinggi, sedang, dan rendah. Terakhir, terdapat korelasi positif yang signifikan (meskipun lemah) antara literasi matematis dan self-efficacy siswa kelas XI SMA di Kota Banjarmasin dan Kota Palangka Raya (r = 0,194). Mathematical literacy and self-efficacy of students in terms of differences in zoning system policies.AbstractThis study aimed to (1) describe the mathematical literacy abilities and self-efficacy of eleventh-grade senior high school students; (2) describe the impact of differences in zoning system policies on the mathematical literacy and self-efficacy of eleventh-grade senior high school students; and (3) describe the relationship between mathematical literacy and self-efficacy of eleventh-grade senior high school students. This survey involved 346 students from Banjarmasin City and 321 students from Palangka Raya City, Indonesia. The two cities have different zoning policies. The data was collected through tests and questionnaires that met the valid and reliable criteria. The data analysis technique used was descriptive and inferential statistics. The results showed that students’ mathematical literacy in Banjarmasin and Palangka Raya City was in a low category, while self-efficacy in both cities was in the medium category. There was no significant difference in the mean of mathematical literacy of students in Banjarmasin and Palangka Raya City. However, there was a significant difference in the mean of self-efficacy of students in Banjarmasin and Palangka Raya City. The zoning policy in Palangka Raya City causes differences in the mean of mathematical literacy of students in high, moderate, and low category schools. In contrast, the zoning policy in Banjarmasin City causes differences in the mean of self-efficacy of students in high, medium, and low category schools. Lastly, there was a significant positive correlation (although weak) between mathematical literacy and self-efficacy of eleventh-grade senior high school students in Banjarmasin and Palangka Raya City (r = 0.194).

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The Role of Mathematics in interdisciplinary STEM education

Cited by 195 publications

References 77 publications

Promoting Active Citizenship in Mathematics and Science Teaching

Promoting Active Citizenship in Mathematics and Science Teaching

A conceptual framework for integrating mathematics and science in the secondary classroom

Literasi matematis dan self-efficacy siswa ditinjau dari perbedaan kebijakan sistem zonasi

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