Threading Mathematics through Symbols, Sketches, Software, Silicon, and Wood: Teachers Produce and Maintain Cohesion to Support STEM Integration

Autor/inn/en	Nathan, Mitchell J.; Wolfgram, Matthew; Srisurichan, Rachaya; Walkington, Candace; Alibali, Martha W.
Titel	Threading Mathematics through Symbols, Sketches, Software, Silicon, and Wood: Teachers Produce and Maintain Cohesion to Support STEM Integration
Quelle	110 (2017) 3, S.272-293 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2017.1287046
Schlagwörter	STEM Education; Symbols (Mathematics); Observation; High School Students; Geometry; Case Studies; Teacher Student Relationship; Technology Education; Science Education; Mathematics Education; Engineering Education; Discourse Analysis; Interviews; Coding; Concept Formation; Active Learning + Suchen Sie Ihr Suchwort? STEM; Beobachtung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Geometrie; Case study; Fallstudie; Case Study; Teacher student relationships; Lehrer-Schüler-Beziehung; Technisch-naturwissenschaftlicher Unterricht; Naturwissenschaftliche Bildung; Mathematische Bildung; Ingenieurausbildung; Diskursanalyse; Interviewing; Interviewtechnik; Codierung; Programmierung; Concept learning; Begriffsbildung; Aktives Lernen
Abstract	This classroom-based investigation sought to document how, in real time, STEM teachers and students attempt to locate the invariant mathematical relations that are threaded through the range of activities and representations in these classes, and how highlighting this common thread influences student participation and learning. The authors conducted multimodal discourse analyses of teacher-student interactions during multiday observations in 3 urban high school STEM classes. The focal lessons were in electrical engineering and mechanical engineering (within Project Lead the Way), and precollege geometry. Across 3 cases, teachers and students actively built and maintained cohesion of invariant mathematical relations across activities and representations. Pre- and post-lesson interviews revealed that teachers intentionally managed cohesion to provide the continuity across the curricular activities that teachers believed would promote student understanding. The findings contribute to ways of fostering STEM integration and ways of grounding abstractions to promote meaning making and transfer. [This paper was published in "Journal of Education Research" (EJ1134489).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01