Connecting mathematics and science in primary school stem education
In this research, we explored the potential of using a research-based teaching and learning sequence to promote pupils' engagement in practices that are coherent with those of real world mathematical and scientific activity. This STEM (Science, Technology, Engineering and Mathematis) sequence w...
| Autores: | , , , |
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| Tipo de documento: | artigo |
| Data de publicação: | 2021 |
| País: | España |
| Recursos: | Universitat Autònoma de Barcelona |
| Repositório: | Dipòsit Digital de Documents de la UAB |
| Idioma: | inglês |
| OAI Identifier: | oai:ddd.uab.cat:251966 |
| Acesso em linha: | https://ddd.uab.cat/record/251966 https://dx.doi.org/urn:doi:10.3390/math9192496 |
| Access Level: | Acceso aberto |
| Palavra-chave: | Connections Fibonacci series Mathematical practices Scientific practices STEM |
| Resumo: | In this research, we explored the potential of using a research-based teaching and learning sequence to promote pupils' engagement in practices that are coherent with those of real world mathematical and scientific activity. This STEM (Science, Technology, Engineering and Mathematis) sequence was designed and implemented by pre-service teachers and science and mathematics education researchers with the aim of modeling the growth of a real population of rabbits. Results show explicit evidence of pupils' engagement in relevant mathematical and scientific practices, as well as detailed descriptions of mathematical connections that emerged from those practices. We discuss how these practices and connections allowed the progressive construction of models, and the implications that this proposal may have for STEM task design and for the analysis of extra-mathematical connections. |
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