{"title":"A mathematical problem-solving framework-based Integrated STEM: Theory and practice","authors":"I. K. Amalina, T. Vidákovich","doi":"10.33122/ijtmer.v5i1.105","DOIUrl":null,"url":null,"abstract":"STEM problem-solving is a core standard in education to tackle the 21st-century challenge. However, the under-represented mathematics in STEM assessment has become an issue. Moreover, the existing frameworks of STEM problem-solving are suitable for assessing activity during teaching and learning. This study covers the limitations by developing a new mathematical problem-solving-based integrated STEM framework and applying it into practice. The new framework combines and integrates frameworks in every STEM discipline. It applies in developing scenario based-test with prompting questions to show the practical use of the framework. The test was administered to 31 of 7th graders students (M=12.29, SD=.46) to prove the consistency of the new framework and the effective role of scenario and prompting questions. The results revealed four types of flows in the problem-solving process posed by students with different in evaluating, representing, and designing phases. The flow of problem-solving and the indicators in a new model were consistent but shown as a dependent process. The scenario and prompting questions worked effectively regardless of a multidimensional prompting question. Several recommendations for developing a test based on the new framework are discussed. Quantitative analysis with large sample size is required for future study.","PeriodicalId":280543,"journal":{"name":"International Journal of Trends in Mathematics Education Research","volume":"36 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Trends in Mathematics Education Research","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.33122/ijtmer.v5i1.105","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
Abstract
STEM problem-solving is a core standard in education to tackle the 21st-century challenge. However, the under-represented mathematics in STEM assessment has become an issue. Moreover, the existing frameworks of STEM problem-solving are suitable for assessing activity during teaching and learning. This study covers the limitations by developing a new mathematical problem-solving-based integrated STEM framework and applying it into practice. The new framework combines and integrates frameworks in every STEM discipline. It applies in developing scenario based-test with prompting questions to show the practical use of the framework. The test was administered to 31 of 7th graders students (M=12.29, SD=.46) to prove the consistency of the new framework and the effective role of scenario and prompting questions. The results revealed four types of flows in the problem-solving process posed by students with different in evaluating, representing, and designing phases. The flow of problem-solving and the indicators in a new model were consistent but shown as a dependent process. The scenario and prompting questions worked effectively regardless of a multidimensional prompting question. Several recommendations for developing a test based on the new framework are discussed. Quantitative analysis with large sample size is required for future study.