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Mathematics and interdisciplinary STEM education: recent developments and future directions

2023-10Journal article Open access
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dc.contributor.authorGoos, Merrilyn
dc.contributor.authorCarreira, Susana
dc.contributor.authorNamukasa, Immaculate Kizito
dc.date.accessioned2023-11-28T09:57:54Z
dc.date.available2023-11-28T09:57:54Z
dc.date.issued2023-10
dc.description.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.pt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.doi10.1007/s11858-023-01533-zpt_PT
dc.identifier.eissn1863-9704
dc.identifier.urihttp://hdl.handle.net/10400.1/20172
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.publisherSpringerpt_PT
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/pt_PT
dc.subjectMathematics in STEMpt_PT
dc.subjectInterdisciplinary STEM educationpt_PT
dc.subjectMathematics educationpt_PT
dc.subjectMathematical modellingpt_PT
dc.subjectComputational thinkingpt_PT
dc.titleMathematics and interdisciplinary STEM education: recent developments and future directionspt_PT
dc.typejournal article
dspace.entity.typePublication
oaire.citation.endPage1217pt_PT
oaire.citation.issue7pt_PT
oaire.citation.startPage1199pt_PT
oaire.citation.titleZDM – Mathematics Educationpt_PT
oaire.citation.volume55pt_PT
person.familyNameCarreira
person.givenNameSusana
person.identifier.ciencia-id471D-177C-9C31
person.identifier.orcid0000-0002-0746-7258
person.identifier.ridA-8872-2014
person.identifier.scopus-author-id55092828800
rcaap.rightsopenAccesspt_PT
rcaap.typearticlept_PT
relation.isAuthorOfPublication11243a2f-8ebd-41ff-a343-d48fdc2e58dc
relation.isAuthorOfPublication.latestForDiscovery11243a2f-8ebd-41ff-a343-d48fdc2e58dc

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