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Journal article
Mathematics and interdisciplinary STEM education: recent developments and future directions
ZDM, Vol.55, pp.1199-1217
2023
Appears in UniSC Supported Open Access Outputs
Abstract
Abstract 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.
Details
- Title
- Mathematics and interdisciplinary STEM education: recent developments and future directions
- Authors
- Merrilyn Goos (Corresponding Author) - University of the Sunshine Coast, Queensland, School of Education and Tertiary AccessSusana Carreira (Author) - University of AlgarveImmaculate Kizito Namukasa (Author) - Western University
- Publication details
- ZDM, Vol.55, pp.1199-1217
- Publisher
- Springer
- Date published
- 2023
- DOI
- 10.1007/s11858-023-01533-z
- ISSN
- 1863-9704; 1863-9690
- Copyright note
- This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.
- Organisation Unit
- School of Education and Tertiary Access
- Language
- English
- Record Identifier
- 99975198902621
- Output Type
- Journal article
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