Preparing Pre-Service Mathematics Teachers for STEM Education: An Analysis of Lesson Proposals
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| Title: | Preparing Pre-Service Mathematics Teachers for STEM Education: An Analysis of Lesson Proposals |
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| Language: | English |
| Authors: | Bergsten, Christer, Frejd, Peter |
| Source: | ZDM: The International Journal on Mathematics Education. Nov 2019 51(6):941-953. |
| Availability: | Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Secondary Education |
| Descriptors: | Mathematics Education, STEM Education, 21st Century Skills, Preservice Teachers, Lesson Plans, Learning Activities, Secondary School Mathematics, Programming, Concept Formation, Mathematical Concepts, Mathematical Models, Interdisciplinary Approach |
| DOI: | 10.1007/s11858-019-01071-7 |
| ISSN: | 1863-9690 |
| Abstract: | Based on an investigation of research literature on the role of mathematics within the context of STEM education and twenty-first century skills, this explorative study presents and analyses 19 pre-service teachers' lesson proposals for innovative STEM activities in secondary mathematics classrooms. Drawing on a categorisation of twenty-first century skills and key concepts from Realistic Mathematics Education and Basil Bernstein's writings, the analysis indicated a use of detailed instructions regarding what students should do but unspecified criteria for their expected knowledge productions. Rather than serving as a digital tool for problem solving, programming was used for the purpose of generalising students' conceptual knowledge in mathematics. At the same time a focus on modelling and applications in the STEM activities tended to weaken the disciplinary character of mathematics. The learning of various twenty-first century skills was promoted to different extents. The study raises a discussion of affordances and constraints regarding students' access to mathematical knowledge through different modes of integration of mathematics and other STEM subjects aiming to support the development of twenty-first century skills. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Accession Number: | EJ1233551 |
| Database: | ERIC |
| Abstract: | Based on an investigation of research literature on the role of mathematics within the context of STEM education and twenty-first century skills, this explorative study presents and analyses 19 pre-service teachers' lesson proposals for innovative STEM activities in secondary mathematics classrooms. Drawing on a categorisation of twenty-first century skills and key concepts from Realistic Mathematics Education and Basil Bernstein's writings, the analysis indicated a use of detailed instructions regarding what students should do but unspecified criteria for their expected knowledge productions. Rather than serving as a digital tool for problem solving, programming was used for the purpose of generalising students' conceptual knowledge in mathematics. At the same time a focus on modelling and applications in the STEM activities tended to weaken the disciplinary character of mathematics. The learning of various twenty-first century skills was promoted to different extents. The study raises a discussion of affordances and constraints regarding students' access to mathematical knowledge through different modes of integration of mathematics and other STEM subjects aiming to support the development of twenty-first century skills. |
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| ISSN: | 1863-9690 |
| DOI: | 10.1007/s11858-019-01071-7 |
