What Mathematics Education May Prepare Students for the Society of the Future?

Gravemeijer, K.P.E.; Stephan, Mıchelle; Julie, Cyril; Lin, Fou Lai; Ohtani, Minoru

doi:10.1007/s10763-017-9814-6

Cited by 257 publications

(185 citation statements)

References 43 publications

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“…Instead, participants stressed that an engineering student can be mathematically mature possessing merely an awareness of these techniques. This result is consonant with previous literature [65,66].…”

Section: Theme 2: Computationsupporting

confidence: 93%

Mathematical Maturity for Engineering Students

Faulkner

Earl

Herman

2019

Int. J. Res. Undergrad. Math. Ed.

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This dissertation presents four studies on the mathematical education of engineering students. The first study is a qualitative analysis of the beliefs of engineering faculty at a single institution regarding what constitutes "mathematical maturity" for engineering students. Faculty emphasized the need for mathematical modeling skills, fluent symbolic representation skills, and a combination of effortless algebraic fluency and ability to use computational tools. The second study is an analysis of the beliefs of engineering faculty at a variety of institutions. These faculty also emphasized modeling, representation, and computation, corroborating the results of the first study. The third study is an analysis of the mathematical content of engineering circuits and statics homework problems. Just 8% of statics problems and 20% of circuits problems use calculus, and in a much more limited way than what is taught in calculus. The fourth study presents a quantitative survey of engineering sophomores' perceptions of the relevance of mathematics to their engineering studies. The students have somewhat favorable views of the relevance of mathematics, but some high-performing students view mathematics as irrelevant.ii To David Pierce, for starting me on the path to becoming an educator.And to Caitlin McGuire, for helping me complete that journey.iii

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Section: Theme 2: Computationsupporting

confidence: 93%

Mathematical Maturity for Engineering Students

Faulkner

Earl

Herman

2019

Int. J. Res. Undergrad. Math. Ed.

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“…Focusing on an integrated steM approach warrants further attention and research. Researchers have noted that mathematics is often not emphasized in the integration of STEM subjects (English, ; Fitzallen, ; Gravemeijer, Stephan, Julie, Lin, & Ohtani, ). This could be in part due to the perception that mathematics achievement is difficult to promote through STEM integration as noted by Honey et al’s () National Academies Press report.…”

Section: Discussionmentioning

confidence: 99%

A vision for future work to focus on the “M” in integrated STEM

Stohlmann

2018

School Sci & Mathematics

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The integration of science, technology, engineering, and mathematics (STEM) education has received increased attention in the last decade. This is in part because of the need for students to increase in their STEM knowledge and competencies. Research is still needed to determine effective implementation models and curriculum for integrated STEM. Mathematics in particular has not received the focus it deserves with STEM integration. This paper discusses integration of STEM subjects that has a focus on mathematics (integrated steM); including summarizing and analyzing research done in the last ten years. A s.t.e.m. (Support, Topics, Emphasis, and Mathematical content) model for integrated steM research is presented to guide future research.

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“…However, effective models for integrated STEM education are still needed (Lesseig, Nelson, Slavit, & Seidel, ). Researchers have noted that mathematics is often not emphasized in the integration of STEM subjects (English, ; Fitzallen, ; Gravemeijer, Stephan, Julie, Lin, & Ohtani, ). This could be in part due to the perception that mathematics achievement is difficult to promote through STEM integration as noted by Honey et al’s () National Academies Press report.…”

Section: Introductionmentioning

confidence: 99%

Three modes of STEM integration for middle school mathematics teachers

Stohlmann

2019

School Sci & Mathematics

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Of the four subjects in an integrated science, technology, engineering, and mathematics (STEM) approach, mathematics has not received enough focus. This could be in part because mathematics teachers may be apprehensive or unsure about how to implement integrated STEM education in their classrooms. There are benefits to integrated STEM in a mathematics classroom though, including increased motivation, interest, and achievement for students. This article discusses three methods that middle school mathematics teachers can utilize to integrate STEM subjects. By focusing on open-ended problems through engineering design challenges, mathematical modeling, and mathematics integrated with technology middle school students are more likely to see mathematics as relevant and valuable. Important considerations are discussed as well as recent research with these approaches. K E Y W O R D S integrated STEM, mathematics education, middle school, STEM education 288 | STOHLMANN

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What Mathematics Education May Prepare Students for the Society of the Future?

Cited by 257 publications

References 43 publications

Mathematical Maturity for Engineering Students

Mathematical Maturity for Engineering Students

A vision for future work to focus on the “M” in integrated STEM

Three modes of STEM integration for middle school mathematics teachers

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