Mathematics and interdisciplinary STEM education: recent developments and future directions-Reference-Cited by-同舟云学术

Mathematics and interdisciplinary STEM education: recent developments and future directions

Published:2023-10-31 Issue:7 Volume:55 Page:1199-1217
ISSN:1863-9690
Container-title:ZDM – Mathematics Education
language:en
Short-container-title:ZDM Mathematics Education

Author:

Goos Merrilyn^ORCID,Carreira Susana,Namukasa Immaculate Kizito

Abstract

AbstractThis special issue introduces recent research on mathematics in interdisciplinary STEM education. STEM education is widely promoted by governments around the world as a way of boosting students’ interest and achievement in science, technology, engineering, and mathematics and preparing STEM-qualified workers for twenty-first century careers. However, the role of mathematics in STEM education often appears to be marginal, and we do not understand well enough how mathematics contributes to STEM-based problem-solving or how STEM education experiences enhance students’ learning of mathematics. In this survey paper, we present a narrative review of empirical and conceptual research literature, published between 2017 and 2022. These literature sources are organised by a framework comprising five thematic clusters: (1) interdisciplinary curriculum models and approaches; (2) student outcomes and experiences; (3) teacher preparation and professional development; (4) classroom implementation and task design; and (5) policy, structures, and leadership. We use the framework to provide an overview of the papers in this issue and to propose directions for future research. These include: investigating methods and rationales for connecting the constituent STEM disciplines so as to preserve the disciplinary integrity of mathematics; clarifying what is meant by student “success” in interdisciplinary STEM programs, projects, and other educational approaches; moving beyond classroom practices that position mathematics as just a tool for solving problems in other disciplines; understanding what makes a STEM task mathematically rich; and asking how STEM education research can productively shape STEM education policy.

Funder

University of the Sunshine Coast

Publisher

Springer Science and Business Media LLC

Subject

General Mathematics,Education

Link

https://link.springer.com/content/pdf/10.1007/s11858-023-01533-z.pdf

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