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

Abstract

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.

IDEARR Model for STEM Education—A Framework Proposal

“…In contrast, Mathematics does not have such a high level of interaction (unidirectional relationships) with the other STEM disciplines. This could explain, a priori, the support role that Mathematics tends to play when integrated with the other STEM disciplines [7,[39][40][41] and the inclusion of mathematical content in STEM educational proposals that require low cognitive demands [42]. Becker and Park [43] suggest that sequential integration, guided by a thematic axis or context, leads to better performance in Mathematics and a better understanding of NOM, compared to parallel or total integration of the disciplines.…”

“…Becker and Park [43] suggest that sequential integration, guided by a thematic axis or context, leads to better performance in Mathematics and a better understanding of NOM, compared to parallel or total integration of the disciplines. Therefore, it is advisable for the STEM approach to highlight the contribution of Mathematics to the other disciplines and problem solving [42], which also provides an applied perspective on Mathematics as opposed to its abstract societal image. This didactic approach is desirable and can be extrapolated to the other STEM disciplines.…”

Mathematical Modeling in Preexisting K-12 Engineering Design Challenges (Fundamental)

“…Advocates of the importance of mathematics for understanding K-12 engineering content lament that when students only use mathematics content in engineering experiences as this positions mathematics in a supporting role instead of as an equal role (e.g., [4], [5], [9], [10]). Additionally, when mathematics takes on a supporting role in a problem or activity, students predominately apply procedural mathematical knowledge (e.g., reproducing mathematical procedures) [11], [12] instead of attempting to understand why mathematics is connected to and needed for specific engineering content. Existing studies of K-12 engineering education efforts point out that mathematics connections in engineering problems have to be made explicit in activities to bring forth the mathematical and engineering concepts to be understood [6], [13].…”