将数学与STEM教育联系起来:跨学科教学和学习促进

IF 2 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Judah P. Makonye, Nageshwari Pam Moodley
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引用次数: 0

摘要

在跨学科的科学、技术、工程和数学(STEM)教育中,需要经验证据来指出数学的教育贡献。具体来说,研究人员并不清楚数学是如何在STEM教育元话语中编织自己的。本文有助于新引入STEM的教育机构的教学实践-南非教师对跨学科STEM教育的看法和经验是什么,以及数学和跨学科STEM话语如何在南非的专业学校(SoS)相互利用?参与的教师来自南非的十个SoS。SoS是南非豪登省的stem密集学校,该省是该国的工业和商业中心。访谈数据收集了教师的经验和实践,以探讨数学和其他STEM学科对课程推进的影响。情境认知、数学探索和流动理论为这一定性研究提供了依据。在研究结果中,技术被认为可以提高学习者的动机和数学成绩。对于这项研究来说,重要的是参与者高度重视数学在跨学科STEM教育中的作用。在研究中,教师没有追求STEM议程的自主权,因为他们必须遵守规定的课程,这几乎没有涉及跨学科STEM教育的实施。提出了各种建议,例如保持参与者对数学在STEM课程中的作用的积极看法。该研究呼吁所有STEM学科的平等和公平,因为一个STEM课程的成功离不开另一个。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Connecting mathematics to STEM education: interdisciplinary teaching and learning facilitation

Connecting mathematics to STEM education: interdisciplinary teaching and learning facilitation
Abstract In interdisciplinary Science, Technology, Engineering and Mathematics (STEM) education, empirical evidence is required that points to the educational contribution of mathematics. Specifically, researchers are not clear how mathematics weaves itself through the STEM education meta-discourse. This article contributes to pedagogical practices in educational institutions where STEM has been newly introduced - What are the perceptions and experiences of South African teachers on interdisciplinary STEM education, and how do mathematics and interdisciplinary STEM discourses leverage each other at schools of specialisation (SoS) in South Africa? Participant teachers were drawn from ten SoS in South Africa. SoS are STEM-dense schools in South Africa’s Gauteng Province, the country’s industrial and commercial hub. Interview data was collected on teachers’ experiences and practices to explore the affordances of Mathematics and other STEM disciplines to influencing curriculum advancement. Situated cognition, mathematics as explorations and flow theory informed this qualitative study. In the findings, technology was regarded as raising learner motivation and mathematical achievement. Important to the study is that participants have a high regard for mathematics’ role in interdisciplinary STEM education. In the study, teachers had no autonomy to pursue the STEM agenda, as they were bound to adhere to a prescribed curriculum, which hardly refers to implementation of interdisciplinary STEM education. Various recommendations are proffered, such as maintaining the positive perceptions participants have on the role of mathematics in STEM curricula. The research calls for equality and equity of all the STEM disciplines, as one STEM curricula cannot succeed without the other.
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来源期刊
Zdm-Mathematics Education
Zdm-Mathematics Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.40
自引率
10.00%
发文量
124
期刊介绍: ZDM – Mathematics Education is one of the oldest mathematics education research journals. The papers appearing in the seven themed issues per year are strictly by invitation only followed by internal peer review by the guest-editors and external review by invited experts. The journal exists to survey, discuss and extend current research-based and theoretical perspectives as well as to create a forum for critical analyses of issues within mathematics education. The audience is pre-dominantly mathematics education researchers around the world interested in current developments in the field.
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