Mathematical Modeling to Reduce Gender Gaps in STEM: Characterization of STEM Skills in High School Students
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Publisher
Springer Nature Switzerland
Link
https://link.springer.com/content/pdf/10.1007/978-3-031-53322-8_42
Reference22 articles.
1. Aravena, M., Díaz, D., Rodríguez, F., & Cárcamo, N. (2022). Estudio de caso y modelado matemático en la formación de ingenieros. Caracterización de las habilidades STEM. Revista chilena de ingeniería, 30(1), 37–56.
2. Archer, L., DeWitt, J., Osborne, J., Dillon, J., Willis, B., & Wong, B. (2012). Science aspirations, capital, and family habitus: How families shape children’s engagement and identification with science. American Educational Research Journal, 49(5), 881–908. https://doi.org/10.3102/0002831211433290
3. Baker, C.K., & Galanti, T.M. (2017). Integrating STEM in elementary classrooms using model-eliciting activities: Responsive professional development for mathematics coaches and teachers. International Journal of STEM Education, 4, 10. https://doi.org/10.1186/s40594-017-0066-3
4. English, L. D. (2016). STEM education K-12: Perspectives on integration. International Journal of STEM Education, 3, 3. https://doi.org/10.1186/s40594-016-0036-1
5. English, L. D. (2017). Advancing elementary and middle school STEM education. International Journal of Science and Mathematics Education, 15(Suppl 1), 5–24. https://doi.org/10.1007/s10763-017-9802-x
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