Mathematics in Technology & Engineering Education: Judgments of Grade-Level Appropriateness

Autor/inn/en	Flowers, Jim; Rose, Mary Annette
Titel	Mathematics in Technology & Engineering Education: Judgments of Grade-Level Appropriateness
Quelle	In: Journal of Technology Education, 25 (2014) 2, S.18-34 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-1064
Schlagwörter	Technology Education; Engineering Education; Mathematics Instruction; Integrated Curriculum; Teacher Education Programs; Faculty Development; Pedagogical Content Knowledge; Research Methodology; Discovery Processes; Academic Standards; State Standards; Teacher Surveys; Curriculum Design; Instructional Program Divisions; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Technisch-naturwissenschaftlicher Unterricht; Ingenieurausbildung; Mathematics lessons; Mathematikunterricht; Pädagogische Kompetenz; Research method; Forschungsmethode; Lehrplangestaltung
Abstract	Technology and engineering (TE) educators have long championed the infusion of mathematics into technology curriculum, especially to enhance TE learning goals and demonstrate "connections between technology and other fields of study." There is a need for curriculum development and professional development initiatives to purposefully pursue strategies to infuse mathematics content at grade level within TE curriculum. Researchers found that integrating grade-appropriate mathematics instruction into TE allowed technology education teachers to make important contributions in helping students develop their computation and problem-solving skills. This article reports on an exploratory study conducted using an online survey. The results suggested that: (1) TE teacher preparation programs and professional development should provide more extensive opportunities for both preservice and inservice teachers to develop mathematics knowledge and learn how to use effective strategies to teach mathematics that is embedded within the TE curriculum; and (2) as schools shift to Common Core or other standards, professional development initiatives should empower TE teachers to understand and use mathematics standards in designing, implementing, and evaluating their programs. The article concludes with an interesting issue for future research, "whether the mathematics represents something the student has learned, is learning, or has yet to learn in a mathematics course." (ERIC).
Anmerkungen	Journal of Technology Education. Web site: http://scholar.lib.vt.edu/ejournals/JTE
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10