Mathematicians’ and Math Educators’ Views on “Doing Mathematics”

Brandt, Jim; Lunt, Jana; Meilstrup, Gretchen Rimmasch

doi:10.1080/10511970.2016.1166408

Cited by 12 publications

(13 citation statements)

References 3 publications

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“…Moreover, both students indicated that the transferable skills learned in this process will be invaluable for their future STEM career pathway. The process has improved their appreciation and enthusiasm for the choices of majors and made what they are learning in the classroom more "real-world" and aligns with the best practices of "doing" science and mathematics (Brandt, 2016;Hoskins, 2019;Plank, 2017;Wilcox, Cruse, & Clough, 2015). Additionally, the students had expressed an overall engaging and rewarding experience as indicated in the literature (Mokter Hossain & Robinson, 2012).…”

Section: Discussionmentioning

confidence: 99%

“…Students learn science and mathematics through "doing" in the way scientists and mathematicians conduct their own research, investigations, and practices (Brandt, 2016;Hoskins, 2019;Plank, 2017;Wilcox, Cruse, & Clough, 2015). Not only do these experiences reflect the way in which STEM professionals conduct their work, but also they can be some of the most engaging and rewarding of a student's academic career (Mokter Hossain & Robinson, 2012).…”

Section: Introductionmentioning

confidence: 99%

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A Case Study of Undergraduate and Graduate Student Research in STEM Education

Birney¹,

Evans²,

Kong³

et al. 2021

JCT

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Student research in STEM education is an important learning component for both undergraduate and graduate students. It is not sufficient for students to learn passively in lecture-based classrooms without engaging and immersing themselves in the educational process through real-world research learning. Experiential learning for STEM students can involve conducting research, alongside and through the guidance of their professors, early in a student’s undergraduate or graduate program. The authors consider such experiences to be the hallmark of a high-quality STEM education and something every student, undergraduate and graduate, should have during the course of their programs. The purpose of this case study is to document the faculty authors’ experiences in student-faculty research and provide guidance and recommendations for best practices based upon the authors’ experience, data, and literature findings. Moreover, the study presents the experience of the faculty authors’ international student researchers in STEM with focus on two student researchers, one undergraduate and one graduate, who are international STEM. The students served as co-authors on this project. Findings from this case study indicate that students were highly engaged in the research process and found these skills valuable preparation for further study and career. Moreover, the students expressed enthusiasm and engagement for the research process.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A Case Study of Undergraduate and Graduate Student Research in STEM Education

Birney¹,

Evans²,

Kong³

et al. 2021

JCT

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“…As repeatedly mentioned in the discussion, mathematics is generally a painful subject to learn for anyone-including even mathematicians, mathematics teachers or educators in general [50][51][52]. However, for those who manage to learn it successfully and eventually became good at it, especially mathematics teachers, mathematicians as well as physicists and to some extent, statisticians or accountants, the resulting rewards for apparently understanding such a difficult language are huge.…”

Section: The Factors That Interfere With the Teaching And Learning Of Mathematicsmentioning

confidence: 99%

Teaching and Learning Mathematics for Understanding, Enjoyment and Everyday Life Experiences

Tap¹

2022

Insights Into Global Engineering Education After the Birth of Industry 5.0

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This chapter expresses the views of a teacher-researcher who advocates and argues for the use of humor in the classroom setting, especially in the mathematics classroom. While existing research based literature has shown the use of humor to be promising and encouraging effecting teaching and learning tool, very little instructional humor or classroom humor–an appropriate type of humor often related to the content materials being discussed–has been used in the classroom setting–especially in the mathematics classrooms. The chapter explores, surveys and highlights ways in which the existing-related literature about the effective and appropriate use of humor in the classroom setting can be implemented in practice, especially in the teaching and learning of mathematics, in this challenging era of the increasingly rapid technological advancements referred to as 21th century technological revolution or the re-engineering of industrial education 5.0 relative to STEM subjects study areas. The use of humor as teaching and learning tool in the classroom setting has been shown to have so many associated benefits ranging from but not limited to a conducive-relaxed learning environment, enhanced students’ learning experience, motivating and inspiring the students to learn more and even the improvement of student-teacher classroom rapport, just to mention a few. Hence, the literature recommends that classroom teachers should make more use of humor as an effective teaching and learning tool, especially the contextualized-appropriate humor types that are related to the content materials being discussed.

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“…The BOP-CCERS project created opportunities for students to engage in hands-on and real-world STEM learning in the way that STEM professionals conduct their work. As indicated in the authors' recent publication, "Students learn science and mathematics through 'doing' in the way scientists and mathematicians conduct their own research, investigations, and practices (Brandt, 2016;Hoskins, 2019;Plank, 2017;Wilcox, Cruse, & Clough, 2015)" (Birney et al, 2021, p. 29). Moreover, "Not only do these experiences reflect the way in which STEM professionals conduct their work, but also they can be some of the most engaging and rewarding of a student's academic career (Mokter Hossain & Robinson, 2012)" (Birney et al, 2021, p. 29).…”

Section: Theoretical Framework and Literature Reviewmentioning

confidence: 99%

The Billion Oyster Project and Curriculum and Community Enterprise for Restoration Science Curriculum Impact on Underrepresented Student Motivation to Pursue STEM Careers

Birney¹,

Evans²,

Kong³

et al. 2021

JCT

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The Billion Oyster Project and Curriculum and Community Enterprise for the Restoration of New York Harbor with New York City Public Schools (BOP-CCERS) program is a National Science Foundation (NSF) supported initiative and collaboration of multiple institutions and organizations led by Pace University. The NSF project, Innovative Technology Experiences for Students and Teachers (ITEST), had generated a large amount of data through engagement with teachers and students throughout New York City public schools. One purpose of this project is to engage with middle and high school science teachers to assist them in using project-based learning and real-world data collection in their classrooms with their students through harbor restoration initiatives. It was found that Underrepresented Minority (URM) students reported having higher levels of interest in STEM and science than did the non-URM students. While this is a success, it was found that the URM students had lower expectations for success in STEM courses and interest in STEM careers. It was concluded that URM students may need additional support in order to build their confidence and help them to become aware of opportunities in STEM education and careers.

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Mathematicians’ and Math Educators’ Views on “Doing Mathematics”

Cited by 12 publications

References 3 publications

A Case Study of Undergraduate and Graduate Student Research in STEM Education

A Case Study of Undergraduate and Graduate Student Research in STEM Education

Teaching and Learning Mathematics for Understanding, Enjoyment and Everyday Life Experiences

The Billion Oyster Project and Curriculum and Community Enterprise for Restoration Science Curriculum Impact on Underrepresented Student Motivation to Pursue STEM Careers

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