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Threading mathematics through symbols, sketches, software, silicon, and wood: Teachers produce and maintain cohesion to support STEM integration.

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Title: Threading mathematics through symbols, sketches, software, silicon, and wood: Teachers produce and maintain cohesion to support STEM integration.
Authors: Nathan, Mitchell J. (AUTHOR), Wolfgram, Matthew (AUTHOR), Srisurichan, Rachaya (AUTHOR), Walkington, Candace (AUTHOR), Alibali, Martha W. (AUTHOR)
Source: Journal of Educational Research. 2017, Vol. 110 Issue 3, p272-293. 22p. 1 Color Photograph, 4 Diagrams, 10 Charts.
Subjects: STEM education, Discourse analysis, Electrical engineering, Mathematics methodology, Mathematics teachers
Abstract: This classroom-based investigation sought to document how, in real time, STEM teachers and students attempt to locate the invariant mathematical relations that are threaded through the range of activities and representations in these classes, and how highlighting this common thread influences student participation and learning. The authors conducted multimodal discourse analyses of teacher–student interactions during multiday observations in 3 urban high school STEM classes. The focal lessons were in electrical engineering and mechanical engineering (within Project Lead the Way), and precollege geometry. Across 3 cases, teachers and students actively built and maintained cohesion of invariant mathematical relations across activities and representations. Pre- and postlesson interviews revealed that teachers intentionally managed cohesion to provide the continuity across the curricular activities that teachers believed would promote student understanding. The findings contribute to ways of fostering STEM integration and ways of grounding abstractions to promote meaning making and transfer. [ABSTRACT FROM PUBLISHER]
Copyright of Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Threading mathematics through symbols, sketches, software, silicon, and wood: Teachers produce and maintain cohesion to support STEM integration.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Educational+Research%22">Journal of Educational Research</searchLink>. 2017, Vol. 110 Issue 3, p272-293. 22p. 1 Color Photograph, 4 Diagrams, 10 Charts.
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  Data: <searchLink fieldCode="DE" term="%22STEM+education%22">STEM education</searchLink><br /><searchLink fieldCode="DE" term="%22Discourse+analysis%22">Discourse analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Electrical+engineering%22">Electrical engineering</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+methodology%22">Mathematics methodology</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+teachers%22">Mathematics teachers</searchLink>
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  Data: This classroom-based investigation sought to document how, in real time, STEM teachers and students attempt to locate the invariant mathematical relations that are threaded through the range of activities and representations in these classes, and how highlighting this common thread influences student participation and learning. The authors conducted multimodal discourse analyses of teacher–student interactions during multiday observations in 3 urban high school STEM classes. The focal lessons were in electrical engineering and mechanical engineering (within Project Lead the Way), and precollege geometry. Across 3 cases, teachers and students actively built and maintained cohesion of invariant mathematical relations across activities and representations. Pre- and postlesson interviews revealed that teachers intentionally managed cohesion to provide the continuity across the curricular activities that teachers believed would promote student understanding. The findings contribute to ways of fostering STEM integration and ways of grounding abstractions to promote meaning making and transfer. [ABSTRACT FROM PUBLISHER]
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  Data: <i>Copyright of Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/00220671.2017.1287046
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        Text: English
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              Text: 2017
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