Integration of STEM Education in Differential and Integral Calculus classes: Aspects Evidenced in a Mathematical Modelling Activity

Abstract

Background: The integration of STEM areas (science, technology, engineering and mathematics) in engineering courses has been the focus of research in the educational context and mathematical modelling has the potential for its success. Objectives: The research question that guides the discussion is: What aspects of STEM education can be evidenced when engineering students develop mathematical modelling activities in a virtual environment within the scope of a Differential and Integral Calculus course? Design: Qualitative research carried out in the second half of 2020, based on research design guidelines, in the Differential and Integral Calculus subject during remote teaching. Setting and Participants: Virtual environment shared by two classes with 72 students from different courses for the development of a mathematical modelling activity. Data collection and analysis: Data from 18 groups were collected virtually from notes on the wiki, audio or video recordings of group meetings or orientation meetings, activity communication video and individual response to a questionnaire. The analysis was based on an initial coding of data from all groups, carried out with the support of AtlasTi, in which three groups were selected for a detailed analysis related to aspects of STEM education. Results: Some groups naturally integrate the four STEM areas and others carry out this integration in a partial way. Conclusions: The virtual environment made it possible for students to interact in their groups and collaborate with each other to solve a problem in a way that knowledge of basic sciences and mathematics were articulated.