Abstract
A growing number of studies and reports all over the world refer to the importance of integrating Science, Technology, Engineering and Mathematics (STEM), in order to meet the increasing challenges of the 21st Century. In particular, STEM education can be an innovative way of learning and teaching mathematics. But, despite recommendations to relate these subjects, there is lack of research about STEM integration and there is the need of more empirical research about this subject. This paper presents an empirical study about the development and implementation of mathematical interdisciplinary tasks related to STEM integration in the context of primary school teachers Continuing Professional Development. With a qualitative methodology and an interpretative approach based on a case study, findings of our research show that it is possible to promote the teaching of mathematics in the framework of STEM integration by supporting teachers in the development and implementation of interdisciplinary tasks.
| Original language | English |
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| Title of host publication | Proceedings of the 11th Congress of the European Society for Research in Mathematics Education, CERME11 |
| Publisher | Utrecht University |
| Pages | 4749-4756 |
| Number of pages | 8 |
| Publication status | Published - 2019 |
| Event | 11th Congress of the European Society for Research in Mathematics Education, CERME11 - Utrecht, Netherlands Duration: 6 Feb 2019 → 10 Feb 2019 |
Conference
| Conference | 11th Congress of the European Society for Research in Mathematics Education, CERME11 |
|---|---|
| Country/Territory | Netherlands |
| City | Utrecht |
| Period | 6/02/19 → 10/02/19 |
Keywords
- Hands-on
- mathematics education
- primary school
- professional development
- STEM education