A Review of Conceptions of Secondary Mathematics in Integrated STEM Education: Returning Voice to the Silent M

Baldinger, Erin E.; Staats, Susan; Clarkson, Lesa M. Covington; Gullickson, Elena Contreras; Norman, Fawnda; Akoto, Bismark

doi:10.1007/978-3-030-52229-2_5

Cited by 20 publications

(13 citation statements)

References 66 publications

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“…In addition, some STEM schools focus on providing strong instruction in each of the separate STEM disciplines, while others focus on STEM integration, merging the disciplines. This lack of consensus extends to the conceptualization or definition of integrated STEM education [6][7][8][9][10][11][12], with researchers also questioning the relative emphasis placed on mathematics and technology compared to science and engineering [13][14][15].…”

Section: Introductionmentioning

confidence: 99%

Becoming a STEM-Focused School District: Administrators’ Roles and Experiences

et al. 2021

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Science, technology, engineering, and mathematics (STEM) schools and districts continue to emerge, and while some research highlights critical components to be included in STEM schools, there is a need to learn more about the process of becoming a STEM school or district. In this study, we investigated a rural United States school district’s development and expansion of its STEM education focus, which started in the years leading up to the district’s first STEM school opening in 2012. We addressed the research question: How is a district-wide STEM education vision developed, enacted, and sustained by various administrative stakeholders? We interviewed 11 participants, all of whom had some level of administrative responsibility related to the district’s STEM mission, coded interviews based on the critical components of STEM schools, and used narrative inquiry methods to describe the district’s STEM transition from these administrators’ perspectives. Our analysis revealed that several key critical components were central to this district’s STEM mission. These components included elements related to leadership, reform-based instructional strategies, and teachers’ professional learning. By focusing on different elements at different times and prioritizing several key components throughout, this district was able to achieve its goal of providing STEM instruction to all of the elementary and middle school students.

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Section: Introductionmentioning

confidence: 99%

Becoming a STEM-Focused School District: Administrators’ Roles and Experiences

et al. 2021

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“…This study examined the presence of mathematics in integrated STEM instruction as well as the levels of cognitive demand required by mathematical tasks which were assigned to students within integrated lessons for physical, earth, and life science units. The examination of these two areas was driven by the notable under-representation of mathematical content within integrated STEM education (English, 2016;Marginson et al, 2013) and, more specifically, the level of mathematical thinking required from students in integrated STEM curricula (Baldinger et al, 2020;English, 2016;Stohlmann, 2018). Moreover, Forde et al Discip Interdscip Sci Educ Res (2023) 5:3 we were drawn to the importance paid to a disciplineintegrated approach in education (Li et al, 2020;Martín-Páez et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

“…Whereas these two studies focused on discipline combination and integrated approaches, there is research that looks more specifically at how mathematical content and practices can be incorporated into discipline integration. For instance, Baldinger et al 's (2020) literature review of 32 published studies from 2013 to 2018 focused on mathematical topics, proficiencies, and practices to determine how mathematics is integrated with other disciplines. Baldinger et al (2020) then noted that currently within discipline integration practices, mathematics serves as a supporting role for science, technology, or engineering learning goals, while the associated conceptual mathematics learning goals are essentially overlooked.…”

Section: Mathematics and Stemintegrationmentioning

confidence: 99%

“…For instance, Baldinger et al 's (2020) literature review of 32 published studies from 2013 to 2018 focused on mathematical topics, proficiencies, and practices to determine how mathematics is integrated with other disciplines. Baldinger et al (2020) then noted that currently within discipline integration practices, mathematics serves as a supporting role for science, technology, or engineering learning goals, while the associated conceptual mathematics learning goals are essentially overlooked. Furthermore, Stohlmann's (2018) analysis of 21 studies from 2008 to 2018 examined the outcome of mathematics learning in discipline integration by considering content integration.…”

Section: Mathematics and Stemintegrationmentioning

confidence: 99%

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Investigating the presence of mathematics and the levels of cognitively demanding mathematical tasks in integrated STEM units

Forde

Robinson

Ellis

et al. 2023

Discip Interdscip Sci Educ Res

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Effective K-12 integrated STEM education should reflect an intentional effort to adequately represent and facilitate each of its component disciplines in a meaningful way. However, most research in this space has been conducted within the context of science classrooms, ignoring mathematics. Also missing from the literature is research that examines the level of cognitive demand required from mathematical tasks present within integrated STEM lessons. In order to seek insight pertaining to this gap in the literature, we sought to better understand how science teachers use mathematics within K-12 integrated STEM instruction. We used an explanatory sequential mixed methods research design to explore the enactment of mathematics in integrated STEM lessons that focus on physical, earth, and life science content. We first examined 2030 sets of video-recorded classroom observation scores generated from the 10-item STEM Observation Protocol (STEM-OP) designed for observing integrated STEM education in K-12 classrooms. We compared the STEM-OP scores of classroom observations that included mathematics with those that did not. This quantitative analysis was followed by a closer, more in-depth qualitative examination of how mathematics was employed, focusing on the degree of cognitive demand. To do this, we coded and analyzed transcripts from video-recorded classroom observations in which mathematical content was present. Our study yielded two main findings about mathematics in integrated STEM lessons: (1) the presence of mathematical content resulted in higher STEM-OP scores on nearly all items, and (2) mathematical tasks within these lessons were categorized as requiring mainly low levels of cognitive demand from students. This study highlights the need for the increased inclusion of mathematical tasks in integrated STEM teaching. Implications for including higher-order mathematical thinking within integrated STEM teaching are discussed.

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“…The distribution of discipline learning in STEM approaches has emerged as an issue of concern (e.g., English, 2016aEnglish, , 2016bMaass et al, 2019), with researchers noting the dominance of science and technology in implemented STEM programs (Clark- Wilson & Ahmed, 2009;English, 2016b;Maass et al, 2019;Pang & Good, 2000;Stohlmann, 2018). This in turn has led to consideration of the epistemic character of STEM (Baldinger et al, 2020;Clarke, 2014;Tytler, 2020), representing as it does the convergence of divergent epistemologies, or an "epistemic stew" (Tytler et al, 2019, p. 53).…”

Section: Responses From the Research Community To Stem Educationmentioning

confidence: 99%

STEM and STEAM Education in Australian K–12 Schooling

Pressick-Kilborn¹,

Silk²,

Martin³

2021

Oxford Research Encyclopedia of Education

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STEM (science, technology, engineering, mathematics) education has become a global agenda, with schooling systems around the world in developed and developing countries seeking to incorporate STEM programs into their in-school and out-of-school curricula. While disciplinary integration has been common practice in primary (elementary) schooling for many decades, in the early 21st century the STEM education movement has promoted an increased focus on project- and problem-based learning across disciplines in secondary schools as well. Research suggests, however, that STEM education programs can face barriers in their implementation, often depending on whether they are designed to align with existing curriculum outcomes or whether they are developed as cocurricular programs. Challenges are also presented by the need for professional learning to equip teachers with new skills and knowledge in designing and delivering STEM education. In addition, some researchers and educators have argued for STEAM—integration of the arts in STEM education. For those concerned with school reform, a great strength of STEM and STEAM education approaches lies in the potential for transdisciplinarity. As such, new opportunities and possibilities for framing driving questions and addressing contemporary societal challenges are created. Two particular issues identified as critical are (a) the potential contribution of STEM education to creating a sustainable future, and (b) the importance of STEM education for social justice, in ensuring all children and young people have equitable access to learning opportunities.

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A Review of Conceptions of Secondary Mathematics in Integrated STEM Education: Returning Voice to the Silent M

Cited by 20 publications

References 66 publications

Becoming a STEM-Focused School District: Administrators’ Roles and Experiences

Becoming a STEM-Focused School District: Administrators’ Roles and Experiences

Investigating the presence of mathematics and the levels of cognitively demanding mathematical tasks in integrated STEM units

STEM and STEAM Education in Australian K–12 Schooling

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