Industry-Based, Transdisciplinary, Complex Problems as Realistic Settings for Applying the M in STEM

Autor/inn/en	Czaplinski, Iwona; Turner, Ian W.; Helmstedt, Kate; Corry, Paul; Mallet, Dann G.
Titel	Industry-Based, Transdisciplinary, Complex Problems as Realistic Settings for Applying the M in STEM
Quelle	In: International Journal of Mathematical Education in Science and Technology, 52 (2021) 5, S.653-668 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Corry, Paul)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2019.1692932
Schlagwörter	College Mathematics; College Seniors; Undergraduate Students; Relevance (Education); Interdisciplinary Approach; Capstone Experiences; Student Projects; Problem Solving; Experiential Learning; School Business Relationship; Foreign Countries; Mathematics Instruction; Professional Identity; Instructional Effectiveness; Australia + Suchen Sie Ihr Suchwort? College; Colleges; Senior; Hochschule; Fachhochschule; Relevance; Relevanz; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Schulprojekt; Problemlösen; Experiental learning; Erfahrungsorientiertes Lernen; Ausland; Mathematics lessons; Mathematikunterricht; Unterrichtserfolg; Australien
Abstract	In this paper, we consider the perceived effectiveness of using industry-based transdisciplinary, complex problems as a vehicle for final year undergraduate mathematics students to apply their knowledge and skills in realistic settings, preparing them for the world of work. The discussion centres on a recently designed, implemented and evaluated model for a capstone subject incorporating a work integrated learning project in a Bachelor of Mathematics degree. To provide background for the discussion, we present the motivation for introducing such learning activities into the programme as well as the design of the model itself. We also report on the outcomes of implementation of the Work Integrated Learning experiences, discussing participant perspectives and describing lessons learnt over the two years. We conclude with a set of identified characteristics of capstone experiences in mathematics, and with a call to re-conceptualize the ways design teams collaborate to support academics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01