Relevant bibliographies by topics / Mathematics/STEM education

Academic literature on the topic 'Mathematics/STEM education'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Mathematics/STEM education"

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Lazarova, L. K., N. Stojkovikj, and A. Stojanova-Ilievska. "THE IMPORTANCE OF THE MATHEMATICAL MODELING IN STEM EDUCATION." STEM Education Notes 1, no. 1 (May 30, 2022): 9–18. http://dx.doi.org/10.37418/stem.1.1.2.

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The science, technology, engineering, and mathematics (STEM) education model is very popular and used method in the recent years in most of the countries in the world. With STEM education at primary, secondary and high level the students acquire important skills, creativity, innovation, and entrepreneurship. For STEM integration and training different teaching methods can be used. The mathematical modeling is one of the most important methods which can be used at all educational levels. Mathematical modeling will be considered as a bridge to STEM education. Mathematical modeling, is the process of analyzing real-life or realistic situation using mathematical methods in the most general sense. The mathematical modeling cycles should be used in STEM education at all levels from primary to tertiary education in order to increase the students’ motivation towards learning mathematics for solving real-life problems.
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Yıldırım, Bekir, and Sabri Sidekli. "STEM APPLICATIONS IN MATHEMATICS EDUCATION: THE EFFECT OF STEM APPLICATIONS ON DIFFERENT DEPENDENT VARIABLES." Journal of Baltic Science Education 17, no. 2 (April 25, 2018): 200–214. http://dx.doi.org/10.33225/jbse/18.17.200.

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The purpose of the research is to analyze the effect of STEM applications on mathematics pre-service teachers' mathematical literacy self-efficacy, technological pedagogical knowledge and mathematical thinking skills and their views on STEM education. This research has been carried out by 29 mathematics pre-service teachers who are schoolers at the educational faculties of Mus Alparslan University. The research was completed in 10 weeks (3 hours per week) in spring semester of 2016-2017 academic year. Mixed research approach was used in the study. "Mathematical Literacy Self-Sufficiency Scale", "Mathematical Thinking Scale", "Technological Pedagogical Area Information Scale" and "STEM Interview Form for Mathematics Pre-service Teachers" were used as data collection instruments. The collected data were analyzed, and it was certain that the STEM applications positively affected the pre-service teachers' mathematics literacy self-efficacy and technological pedagogical content knowledge. However, STEM applications were not seemed to have a positive effect on mathematical thinking. Moreover, when the opinions of the pre-service teachers were examined, it was identified that the STEM applications changed positively the opinions of the pre-service teachers about the mathematical literacy, and that they lacked many subjects such as field knowledge and pedagogy knowledge about STEM education. Suggestions were made in the direction of the findings obtained. Key words: science, technology, engineering, mathematics education, mathematics pre-service teacher.
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Stohlmann, Micah. "STEM Integration for High School Mathematics Teachers." Journal of Research in STEM Education 6, no. 1 (July 27, 2020): 52–63. http://dx.doi.org/10.51355/jstem.2020.71.

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The discipline of mathematics in science, technology, engineering, and mathematics (STEM) integration has not yet been consistently connected in a clear way for a large amount of high school mathematics teacher to implement STEM integration well. In response to this I have proposed a focus on integrated steM education; the integration of STEM subjects with an explicit focus on mathematics. There are benefits to integrated steM education in a mathematics classroom including increased motivation, interest, and achievement for students. Integrated steM integration can also prepare students with the needed proficiencies and knowledge bases to be productive and impactful members of society. This article discusses three methods that high school mathematics teachers can utilize for integrated steM education. By focusing on open-ended problems through engineering design challenges, mathematical modeling, and mathematics integrated with technology high school students are more likely to see mathematics as meaningful and valuable. Examples of each method are discussed along with common instructional elements among the methods.
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Rosa, Milton, and Daniel Clark Orey. "An Ethnomathematical Perspective of STEM Education in a Glocalized World." Bolema: Boletim de Educação Matemática 35, no. 70 (May 2021): 840–76. http://dx.doi.org/10.1590/1980-4415v35n70a14.

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Abstract An Ethnomathematics-based curriculum helps students demonstrate consistent mathematical processes as they reason, solve problems, communicate ideas, and choose appropriate representations through the development of daily mathematical practices. As well, it recognizes connections with Science, Technology, Engineering, and Mathematics (STEM) disciplines. Our pedagogical work, in relation to STEM Education, is based on the Trivium Curriculum for mathematics and ethnomodelling, which provides communicative, analytical, material, and technological tools to the development of emic, etic, and dialogic approaches that are necessary for the elaboration of the school curricula. STEM Education facilitates pedagogical action that connects ethnomathematics; mathematical modelling, problem-solving, critical judgment, and making sense of mathematical and non-mathematical environments, which involves distinct ways of thinking, reasoning, and developing mathematical knowledge in distinct sociocultural contexts. The ethnomathematical perspective for STEM Education proposed here provides a transformative pedagogy that exposes its power to transform students into critical and reflective citizens in order to enable them to transform society in a glocalized world.
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Ongcoy, Paul John B., Diana Rose A. Jasmin, Ibrahim P. Guiamal, Shane S. Guinita, and Allen Mae M. Iligan. "Experiences and mathematics anxiety of STEM students." Journal of Mathematics and Science Teacher 3, no. 1 (January 24, 2023): em028. http://dx.doi.org/10.29333/mathsciteacher/12870.

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Mathematics anxiety is not a new topic in the field of education, but this construct held its significance in the field over time as it affects other constructs that also contribute to a quality mathematics education. The literature revealed that among senior high school students, mathematics anxiety was found to be prevalent. However, the literature lacked investigations with regards to the mathematics anxiety of this group of students and the factors that can affect it. To address the gap, this quantitative study examined the students’ experiences on teacher interactions, pedagogical practices and mathematical content and their significant relationship to the students’ level of mathematics anxiety. The respondents were 101 STEM students of Pikit National High School and the study used descriptive statistics as well as correlational analysis. The study revealed that STEM students experienced moderately positive teacher interactions, moderately student-centered teaching, moderately positive experiences on mathematical content, and obtained a moderate level of mathematics anxiety. It was further revealed that students’ experiences on teacher interactions and mathematical content have negative correlation with their level of mathematics anxiety and was found to be significant.
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Mohd Rasid, Nor Syazwani, Nurul Akmal Md Nasir, Parmjit Singh A/l Aperar Singh, and Tau Han Cheong. "STEM Integration: Factors Affecting Effective Instructional Practices in Teaching Mathematics." Asian Journal of University Education 16, no. 1 (April 28, 2020): 56. http://dx.doi.org/10.24191/ajue.v16i1.8984.

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Malaysian Ministry of Education (MOE) has created initiatives in the Malaysian Education Blueprint (2013- 2025 that aim to increase teachers’ and students’ competencies in Science, Technology, Engineering and Mathematics (STEM) subjects and create learning experiences that will prepare students for the considerable array of STEM career fields. There are so many effective instructional practices suggested in integrating STEM education for teaching Mathematics. However, there are some factors that need to be concerned in producing effective instructional practices in teaching Mathematics. This study investigated the factors affecting instructional practices of mathematics since the implementation STEM education. Using a descriptive design method, a questionnaire was administered to 100 students and 50 mathematics teachers in Klang Valley. The overall mean score of all four factors (Lesson plan and implementation, Mathematical discuss and sensemaking, task implementation, and classroom culture) measured in this study is moderately high based on students’ and teachers’ perspectives. Teachers rated all factors higher than students’ rate. Both teachers and students agreed that classroom culture is the important factor. There are no significant differences in the mean score of factors among gender of students and teachers. There is a significant difference in the mean score of factors among the achieving abilities among the students. Keywords: STEM Education, Mathematics, Lesson plan, Task, Classroom culture, Mathematical discuss
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Cahyono, Adi Nur, Mohammad Asikin, Muhammad Zuhair Zahid, Pasttita Ayu Laksmiwati, and Miftahudin Miftahudin. "The RoboSTE[M] Project: Using Robotics Learning in a STEM Education Model to Help Prospective Mathematics Teachers Promote Students’ 21st-CenturySkills." International Journal of Learning, Teaching and Educational Research 20, no. 7 (July 30, 2021): 85–99. http://dx.doi.org/10.26803/ijlter.20.7.5.

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Teacher education institutions play a strategic role in preparing prospective mathematics teachers with 21st-century skills to teach mathematics in schools. This study aimed to explore how mathematics lectures employing robotics in a STEM (Science, Technology, Engineering, and Mathematics) education approach can contribute to the preparation of prospective mathematics teachers with 21st-century skills to teach mathematics in schools. The research was conducted through a project called the RoboSTE[M] Project, in three stages: pre-development, development, and field experiment. The project was run to encourage prospective mathematics teachers to arrange mathematical activities for mathematics learning with a STEM education approach using robotics. The findings indicated that the model, lab and online modules developed and implemented in this project succeeded in supporting the ability of prospective mathematics teachers to design a mathematics learning environment with a STEM-influenced robotics approach that has the potential to support students’ 21st-century skills. This study has contributed to answer the problem regarding how to provide cross-curricular activities for STEM education by implementing STEM in an integrated manner in schools, including lack of training for teachers, which will translate STEM in the lesson plans. This research shows that teacher education programmes can provide adequate training for pre-service teachers in practising STEM education in mathematics classroom. This study fills in the gaps by focusing on designing a lecture model with a “STEM Robotics” approach for prospective mathematics teachers and their students and to explore its potential to promote prospective mathematics teachers’ 21st-century skills.
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Homa, Agostinho Iaqchan Ryokiti. "Robotics Simulators in STEM education." Acta Scientiae 21, no. 5 (October 7, 2019): 178–91. http://dx.doi.org/10.17648/acta.scientiae.5417.

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This article discusses STEM (Science, Technology, Engineering and Mathematics) education as an initiative from various countries around the world to address young people's lack of interest in careers in Science, Mathematics, Technology and Engineering. Understanding that STEM education must explore two or more of STEM themes, using transdisciplinarity, engaging the student in activities with this approach, we present the studies of an activity proposal integrating Engineering, Technology and Mathematics with the objective of learning Mathematics. In this activity students work with situations involving robotics and, for solution, use robotic arm simulators, developed in GeoGebra software, that simplify the real environment in which the robotic arm manipulates an object positioned in the plane, taking to organize strategies by identifying and applying mathematics, such as trigonometry with right triangle, trigonometric identities, inverse trigonometric functions, to solve the problem. An experiment was conducted to validate the simulators with undergraduate mathematics students from Universidade Luterana do Brasil (ULBRA) in the city of Canoas in Rio Grande do Sul. The results indicate that it is possible to integrate the STEM areas with the developed simulators, being indicated for activities with high school students (10th or 11th grade).
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Gamboa, Genaro de, Edelmira Badillo, Digna Couso, and Conxita Márquez. "Connecting Mathematics and Science in Primary School STEM Education: Modeling the Population Growth of Species." Mathematics 9, no. 19 (October 5, 2021): 2496. http://dx.doi.org/10.3390/math9192496.

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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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Shukshina, Liudmila V., Liudmila A. Gegel, Maria A. Erofeeva, Irina D. Levina, Uliana Y. Chugaeva, and Oleg D. Nikitin. "STEM and STEAM Education in Russian Education: Conceptual Framework." Eurasia Journal of Mathematics, Science and Technology Education 17, no. 10 (August 24, 2021): em2018. http://dx.doi.org/10.29333/ejmste/11184.

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Dissertations / Theses on the topic "Mathematics/STEM education"

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Mahoney, Mark Patrick. "Student Attitude Toward STEM: Development of an Instrument for High School STEM-Based Programs." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1250264697.

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Rodman, Richard. "Connected knowledge in Science, Technology, Engineering, and Mathematics (STEM) education." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3705635.

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This study investigated the learning preferences of female students enrolled in pre-requisite math classes that are gateway to chemistry, engineering, and physics majors at a 4-year public university in southern California. A gender gap exists in certain Science, Technology, Engineering, and Math (STEM) disciplines; this gap may be exacerbated by pedagogies that favor males and make learning more difficult for females. STEM-related jobs were forecast to increase 22% from 2004 to 2014. According to the U.S. Department of Labor, Women’s Bureau, only 18.8% of industrial engineers are female. From 2006 - 2011, at the institution where this study took place, the percentage of females who graduate with a Bachelor of Science in Engineering was 16.63%. According to the National Science Foundation, in 2010 there were 1.569 million “Engineering Occupations” in the U.S., of which only 200,000 (12.7%) were held by females. STEM professions are highly paid and prestigious; those members of society who hold these positions enjoy a secure financial and societal place.

This study uses the Women’s Ways of Knowing, Procedural Knowledge: Separate and Connected Knowing theoretical framework. A modified version of the Attitudes Toward Thinking and Learning Survey was used to assess student’s pedagogical preference. Approximately 700 math students were surveyed; there were 486 respondents. The majority of the respondents (n=366; 75.3%) were STEM students. This study did not find a statistically significant relationship between gender and student success; however, there was a statistically significant difference between the learning preferences of females and males. Additionally, there was a statistically significant result between the predictor variables gender and pedagogy on the dependent variable student self-reported grade. If Connected Knowledge pedagogies can be demonstrated to provide a significant increase in student learning, and if the current U.S. educational system is unable to produce sufficient graduates in these majors, then it seems reasonable that STEM teachers would be willing to consider best practices to enhance learning for females so long as male students’ learning is not devalued or diminished.

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Bodbole, Anant, and Ryan Andrew Nivens. "Mathematics Outreach via the ETSU STEM Center." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/2646.

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I will describe a variety of summer initiatives housed at the ETSU Center of Excellence in Mathematics and Science Education. These include the Eastman MathElites Program; the Niswonger Mathletes Program; Improving Teacher Quality Projects; the Tennessee Governor’s School; and State MSP Projects. Most importantly, though, I will describe efforts, via Battelle and State funding, to enable HS students to incorporate open source coding into their math classes.
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Hyacinth, Elke. "The Effect of STEM and non-STEM Education on Student Mathematics Ability in Third Grade." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7809.

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Although early mathematics instruction is predictive of future mathematics achievement, the effects of STEM-based mathematics instruction on mathematics gains in elementary school have been largely unexplored. The purpose of this quantitative study was to determine whether mathematics scores from third grade student state-mandated standardized mathematics test differ between students who were enrolled in STEM schools and students who were enrolled in non-STEM schools in the largest school district located in a Southwestern state in the United States. Polya's problem-solving heuristics formed the theoretical framework because of their relevance to concepts on the third grade mathematics test. Two research questions focused on intraindividual changes and interindividual changes over time in standardized mathematics test scores of third grade students who were enrolled in 18 STEM and 18 non-STEM schools. Analyses included growth curve modeling and a one-way random effect ANOVA to determine individual growth trajectories of mathematics test scores from individual schools over time from 2012 through 2017. The results indicated that there were no intraindividual differences in growth over time within schools, and there were interindividual changes in growth over time between schools, but the changes could not be explained by the independent variables, STEM and non-STEM schools. Findings were not consistent with the literature, which indicated early STEM-based mathematics instruction is more beneficial than traditional instruction. This study offers implications for positive social change by demonstrating equivalent results of STEM to non-STEM instruction, which may encourage more hands-on, inquiry-based learning for all children.
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Alumbaugh, Kelli Michelle. "The Perceptions of Elementary STEM Schools in Missouri." Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10031817.

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Science, technology, engineering, and mathematics education, or STEM, is an area that is currently growing in popularity with educators (Becker & Park, 2011). A qualitative study consisting of interviews was conducted and data were gathered from three leaders in professional STEM organizations, four principals from elementary STEM schools, and six teachers from elementary STEM schools to gain their perceptions of elementary STEM schools in Missouri. The perceptions of leaders in professional STEM organizations regarding STEM education were consistently all positive, and each leader was a proponent of STEM education at the elementary level. The perceptions of principals and teachers were also similar in response to interview questions. Both principals and teachers reported STEM education has the ability to increase student engagement and student achievement. The principals provided information that showed a shift in teacher attitude toward STEM from hesitant to giving full support. The teachers offered answers to the interview questions that showed favor and support for continuing professional development in regards to STEM education. Results and conclusions from this study may assist schools in deciding if STEM education should be integrated within their curriculum.

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Burrell, Sandra Charlene. "Non-Science, Technology, Engineering, Mathematics Teachers' Efficacy For Integrating Mathematics Across the Curriculum." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5611.

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The problem at a local science, technology, engineering, mathematics (STEM) charter high school in this study, was that non-STEM teachers lacked the self-efficacy and background knowledge to integrate mathematics into their content-specific instructional activities. The goal of this study was to explore non-STEM teachers' self-efficacy for integrating mathematics across the STEM charter high school's curriculum. The conceptual framework of self-efficacy informed the study. A case study research design was chosen to develop an in-depth understanding of the problem. . Twelve of the 16 local school's non-STEM teachers agreed to participate in the study. Personal interviews were conducted to access non-STEM teachers' perspectives about mathematics integration, the challenges they encounter with meeting this requirement, and the strategies and resources needed to assist them with integrating mathematics into their disciplines. Data analysis consisted of coding and thematic analysis which revealed patterns related to the need for increasing teachers' self-efficacy for integrating mathematics into their instruction. Findings indicated a need for a professional development training project that provided course-specific examples of integrating mathematics into other content areas and increased collaboration between non-STEM and STEM teachers to plan and implement interdisciplinary lessons that include mathematics applications. Positive social change might occur as teachers who feel comfortable with STEM content across the curricula will be better able to meet the needs of all students and students who graduate with STEM capability will be well prepared for college and career paths.
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Tai, Chih-Che, Karin J. Keith, R. Bailey, and W. Smith. "STEM and Literacy in Education." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3297.

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Tai, Chih-Che, S. Starnes, Karin J. Keith, Renee Moran, and Laura Robertson. "STEM and LIteracy in Education." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3298.

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Robertson, Laura, Ryan Andrew Nivens, W. Courtney, A. Fissel, and D. O'Neal. "ETSU STEM K-12 Education Certificate." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/2643.

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Robertson, Laura, Ryan Andrew Nivens, W. Courtney, and A. Fissel. "STEM K-12 Education Certificate at ETSU." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/1315.

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Books on the topic "Mathematics/STEM education"

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Career pathways for STEM technicians. Waco, Texas: Daniel Hull, PI, 2012.

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Rollins, Jason C. U.S. science, technology, engineering and math (STEM) education. Hauppauge, N.Y: Nova Science Publishers, 2011.

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The STEM leader guide: Practical advice for creating a STEM school. Columbia, MD: Allview Creek Media, 2013.

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Association, Information Resources Management. STEM education: Concepts, methodologies, tools, and applications. Hershey PA: Information Science Reference, 2015.

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S, Beatty Alexandra, National Research Council (U.S.). Committee on Highly Successful Schools or Programs for K-12 STEM Education, National Research Council (U.S.). Board on Science Education, and National Research Council (U.S.). Center for Education. Board on Testing and Assessment, eds. Successful STEM education: A workshop summary. Washington, D.C: National Academies Press, 2011.

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Dikilitas, Kenen. Innovative professional development methods and strategies for STEM education. Hershey PA: Information Science Reference, an imprint of IGI Global, 2016.

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Secondary STEM educational reform. New York: Palgrave Macmillan, 2011.

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STEM and the city: A report on STEM education in the great American urban public school system. Charlotte, NC: Information Age Pub. Inc., 2014.

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Belland, Brian R. Instructional Scaffolding in STEM Education: Strategies and Efficacy Evidence. Cham: Springer Nature, 2017.

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National Research Council (U.S.). Board on Science Education and National Research Council (U.S.). Center for Education. Board on Testing and Assessment, eds. Successful K-12 STEM education: Identifying effective approaches in science, technology, engineering, and mathematics. Washington, D.C: National Academies Press, 2011.

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Book chapters on the topic "Mathematics/STEM education"

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Davis, Brent, Krista Francis, and Sharon Friesen. "Mathematics." In STEM Education by Design, 35–52. New York: Routledge, 2019 |: Routledge, 2019. http://dx.doi.org/10.4324/9780429025143-3.

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Pope, Sue. "Mathematics in STEM education." In STEM in the Primary Curriculum, 52–61. 1 Oliver’s Yard, 55 City Road London EC1Y 1SP: Learning Matters, 2019. http://dx.doi.org/10.4135/9781526479310.n5.

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Wu, Hung-Hsi. "Inservice Mathematics Professional Development: The Hard Work of Learning Mathematics." In Advances in STEM Education, 239–88. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68956-8_11.

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Cuoco, Al, and William McCallum. "Curricular Coherence in Mathematics." In Advances in STEM Education, 245–56. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-61434-2_13.

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Chapin, Suzanne H., Lynsey K. Gibbons, Ziv Feldman, Laura Kyser Callis, and Alejandra Salinas. "The Elementary Mathematics Project: Supporting Preservice Teachers’ Content Knowledge for Teaching Mathematics." In Advances in STEM Education, 89–113. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68956-8_4.

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Howe, Roger E. "Cultural Knowledge for Teaching Mathematics." In Advances in STEM Education, 19–39. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-61434-2_3.

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Wu, Hung-Hsi. "The Content Knowledge Mathematics Teachers Need." In Advances in STEM Education, 43–91. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-61434-2_4.

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Howe, Roger E. "Mathematics in the Yale Teachers Institute." In Advances in STEM Education, 211–19. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68956-8_9.

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DePiper, Jill Neumayer, and Mark Driscoll. "Teacher Knowledge and Visual Access to Mathematics." In Advances in STEM Education, 83–102. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-97475-0_5.

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Sokolowski, Andrzej. "Developing Mathematical Reasoning Using a STEM Platform." In Interdisciplinary Mathematics Education, 93–111. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11066-6_7.

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Conference papers on the topic "Mathematics/STEM education"

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Ben-Jacob, Marion. "THE IMPORTANCE OF MATHEMATICS IN STEM EDUCATION." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0683.

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Halvorsen, Hans-Petter, Rasma Tretjakova, Josef Timmerberg, Jean Marc Thiriet, and Saba Mylvaganam. "STEAM for STEM - Include “Art” in STEM (Science, Technology, Engineering and Mathematics)." In 2019 29th Annual Conference of the European Association for Education in Electrical and Information Engineering (EAEEIE). IEEE, 2019. http://dx.doi.org/10.1109/eaeeie46886.2019.9000460.

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Basu, Debasmita, Nicole Panorkou, and Michelle Zhu. "Examining the Social Aspect of Climate Change through Mathematics." In 2019 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2019. http://dx.doi.org/10.1109/isecon.2019.8882109.

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Droppa, Marjorie, Wei Lu, Shari Bemis, Liette Ocker, and Mark Miller. "Integrated STEM learning within health science, mathematics and computer science." In 2015 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2015. http://dx.doi.org/10.1109/isecon.2015.7119932.

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Sommers, Grace. "Students helping students: The benefits of peer tutoring in mathematics." In 2015 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2015. http://dx.doi.org/10.1109/isecon.2015.7119935.

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Almarashdi, Hanan Shaher, Enas Said Abulibdeh, Eman Zaitoun, Sawsan Taha, and Abdalla Abu Libdeh. "Pre-service Mathematics Teachers' Perspectives on STEM Education." In 2022 International Arab Conference on Information Technology (ACIT). IEEE, 2022. http://dx.doi.org/10.1109/acit57182.2022.9994120.

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Lanagan, Thomas, Raymond Ross, and Albert Kerecman. "Developing Partnerships for Unique Science Technology Engineering and Mathematics (STEM) Education Facilities." In 2019 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2019. http://dx.doi.org/10.1109/isecon.2019.8882102.

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Tan, Chee Wei, Lin Ling, Pei-Duo Yu, Ching Nam Hang, and Man Fai Wong. "Mathematics Gamification in Mobile App Software for Personalized Learning at Scale." In 2020 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2020. http://dx.doi.org/10.1109/isec49744.2020.9397846.

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Brown, LaVonda N., and Ayanna M. Howard. "The positive effects of verbal encouragement in mathematics education using a social robot." In 2014 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2014. http://dx.doi.org/10.1109/isecon.2014.6891009.

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Sejati, Binar Kasih, Harry Firman, and Ida Kaniawati. "STEM-based workbook: Enhancing students’ STEM competencies on lever system." In MATHEMATICS, SCIENCE, AND COMPUTER SCIENCE EDUCATION (MSCEIS 2016): Proceedings of the 3rd International Seminar on Mathematics, Science, and Computer Science Education. Author(s), 2017. http://dx.doi.org/10.1063/1.4983973.

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Reports on the topic "Mathematics/STEM education"

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Kramarenko, Tetiana H., Olha S. Pylypenko, and Vladimir I. Zaselskiy. Prospects of using the augmented reality application in STEM-based Mathematics teaching. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3753.

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The purpose of the study is improving the methodology of teaching Mathematics using cloud technologies and augmented reality, analyzing the peculiarities of the augmented reality technology implementing in the educational process. Attention is paid to the study of adaptation of Augmented Reality technology implementing in teaching mathematical disciplines for students. The task of the study is to identify the problems requiring theoretical and experimental solutions. The object of the study is the process of teaching Mathematics in higher and secondary education institutions. The subject of the study is augmented reality technology in STEM-based Mathematics learning. In the result of the study an overview of modern augmented reality tools and their application practices was carried out. The peculiarities of the mobile application 3D Calculator with Augmented reality of Dynamic Mathematics GeoGebra system usage in Mathematics teaching are revealed.
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Kramarenko, T. H., O. S. Pylypenko, and O. Yu Serdiuk. Digital technologies in specialized mathematics education: application of GeoGebra in Stereometry teaching. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4534.

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The purpose of the paper is to improve methodology of teaching Mathematics via the use of digital technologies. The task of the paper is to identify the issues that require a theoretical and experimental solution. The objective of the paper is the educational process in the higher education institution, the subject of the paper is modern ICT. The result of the study is the learning tools of pedagogically considered and adequate bending of conventional and modern learning environment implemented into the educational process. The possibilities of using cloud technologies and Dynamic Mathematics system GeoGebra in the educational process through Stereometry specialized training have been revealed. The use of GeoGebra Dynamic Mathematics in Stereometry teaching will favourably influence the formation of students’ STEM competencies. In order to encourage Mathematics and Computer Science teachers to implement effectively the elements of STEM education, it is suggested that cloud-based learning tools such as GeoGebra be used in the teaching process.
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Etoty, Renee E., and Robert F. Erbacher. Science, Technology, Engineering, and Mathematics (STEM) Education Reform to Enhance Security of the Global Cyberspace. Fort Belvoir, VA: Defense Technical Information Center, May 2014. http://dx.doi.org/10.21236/ada602127.

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Pylypenko, Olha S., Tetiana H. Kramarenko, and Ivan O. Muzyka. Application of GeoGebra in Stereometry teaching. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3898.

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The purpose of the paper is to improve methodology of teaching Mathematics via the use of cloud technology. The task of the paper is to identify the issues that require a theoretical and experimental solution. The objective of the paper is the educational process in the higher education institution, the subject of the paper is modern ICT. The result of the study is the learning tools of pedagogically considered and adequate bending of conventional and modern learning environment implemented into the educational process. The possibilities of using cloud technologies and Dynamic Mathematics system GeoGebra in the educational process through Stereometry specialized training have been revealed. The use of GeoGebra Dynamic Mathematics in Stereometry teaching will favourably influence the formation of students’ STEM competencies. In order to encourage Mathematics and Computer Science teachers to implement effectively the elements of STEM education, it is suggested that cloud-based learning tools such as GeoGebra be used in the teaching process.
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Lovianova, Iryna V., Dmytro Ye Bobyliev, and Aleksandr D. Uchitel. Cloud calculations within the optional course Optimization Problems for 10th-11th graders. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3267.

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The article deals with the problem of introducing cloud calculations into 10th-11th graders’ training to solve optimization problems in the context of the STEM-education concept. After analyzing existing programmes of optional courses on optimization problems, the programme of the optional course Optimization Problems has been developed and substantiated implying solution of problems by the cloud environment CoCalc. It is a routine calculating operation and not a mathematical model that is accentuated in the programme. It allows considering more problems which are close to reality without adapting the material while training 10th-11th graders. Besides, the mathematical apparatus of the course which is partially known to students as the knowledge acquired from such mathematics sections as the theory of probability, mathematical statistics, mathematical analysis and linear algebra is enough to master the suggested course. The developed course deals with a whole class of problems of conventional optimization which vary greatly. They can be associated with designing devices and technological processes, distributing limited resources and planning business functioning as well as with everyday problems of people. Devices, processes and situations to which a model of optimization problem is applied are called optimization problems. Optimization methods enable optimal solutions for mathematical models. The developed course is noted for building mathematical models and defining a method to be applied to finding an efficient solution.
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Semerikov, Serhiy, Viacheslav Osadchyi, and Olena Kuzminska. Proceedings of the 1st Symposium on Advances in Educational Technology - Volume 2: AET. SciTePress, 2022. http://dx.doi.org/10.31812/123456789/7011.

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Symposium on Advances in Educational Technology (AET) is a peer-reviewed international conference focusing on research advances and applications of combined use of computer hardware, software, and educational theory and practice to facilitate learning. Today, AET is the premier interdisciplinary forum for learning scientists, academicians, researchers, professionals, policymakers, postgraduate students, and practitioners to present their latest research results, ideas, developments, and applications. AET topics of interest are: • Artificial intelligence in education • Augmented reality in education • Cloud-based learning environments • Cloud technologies for mathematics learning • Cloud technologies for informatics learning • Computer simulation in science and mathematics learning • ICT in primary and secondary education • ICT in higher education • Learning environments • Learning technology • Professional training in the digital space • Massive open online courses • Methodology of informatization in education • Modelling systems in education • Psychological safety in the digital educational environment • Soft skills development • STEM education • Virtualization of learning This volume represents the proceedings of the Symposium on Advances in Educational Technology, held in Kyiv, Ukraine, on November 12-13, 2020. It comprises 110 contributed papers that were carefully peer-reviewed and selected from 282 submissions. Each submission was reviewed by at least 3, and on the average 3.1, program committee members. The accepted papers present a state-of-the-art overview of successful cases and provide guidelines for future research. We are thankful to all the authors who submitted papers and the delegates for their participation and their interest in AET as a platform to share their ideas and innovation. Also, we are also thankful to all the program committee members for providing continuous guidance and efforts taken by peer reviewers contributed to improve the quality of papers provided constructive critical comments, improvements and corrections to the authors are gratefully appreciated for their contribution to the success of the workshop. Moreover, we would like to thank the developers of HotCRP, who made it possible for us to use the resources of this excellent and comprehensive conference management system, from the call of papers and inviting reviewers, to handling paper submissions, communicating with the authors, and creating the volume of the workshop proceedings.
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Soroko, Nataliia V., Lorena A. Mykhailenko, Olena G. Rokoman, and Vladimir I. Zaselskiy. Educational electronic platforms for STEAM-oriented learning environment at general education school. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3884.

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The article is devoted to the problem of the use of educational electronic platform for the organization of a STEAM-oriented environment of the general school. The purpose of the article is to analyze the use of educational electronic platforms for organizing the STEAM-oriented school learning environment and to identify the basic requirements for supporting the implementation and development of STEAM education in Ukraine. One of the main trends of education modernization is the STEAM education, which involves the integration between the natural sciences, the technological sciences, engineering, mathematics and art in the learning process of educational institutions, in particular, general school. The main components of electronic platform for education of the organization STEAM-oriented educational environment should be open e-learning and educational resources that include resources for students and resources for teachers; information and communication technologies that provide communication and collaboration among students; between teachers; between students and teachers; between specialists, employers, students, and teachers; information and communication technologies that promote the development of STEAM education and its implementation in the educational process of the school; online assessment and self-assessment of skills and competences in STEAM education and information and communication technologies fields; STEAM education labs that may include simulators, games, imitation models, etc.; STEAM-oriented educational environment profiles that reflect unconfirmed participants’ data, their contributions to projects and STEAM education, plans, ideas, personal forums, and more. Prospects for further research are the design of an educational electronic platform for the organization of the STEAM-oriented learning environment in accordance with the requirements specified in the paper.
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Chen, Xianglei, and Susan Rotermund. Entering the Skilled Technical Workforce After College. RTI Press, April 2020. http://dx.doi.org/10.3768/rtipress.2020.rb.0024.2004.

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This research brief uses nationally representative data from the 2012/17 Beginning Postsecondary Students Longitudinal Study (BPS:12/17) to examine post-college transitions of US undergraduates into the skilled technical workforce (STW), defined here as workers in a collection of occupations that require significant levels of science, technology, engineering, and mathematics (STEM) knowledge but not necessarily a bachelor’s degree for entry. Thus far, empirical research on the STW has been limited by a dearth of data; however, based on newly available data from BPS:12/17, the findings in this report indicate that STW employment provides workers with above-median salaries, more equitable wages, a variety of benefits, and clear career paths. STW jobs attract diverse populations, especially those from underrepresented groups (e.g., Hispanics, individuals from low-income backgrounds, and those whose parents do not have college education). US community colleges and sub-baccalaureate programs play a large role in developing the STW.
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Tucker-Blackmon, Angelicque. Engagement in Engineering Pathways “E-PATH” An Initiative to Retain Non-Traditional Students in Engineering Year Three Summative External Evaluation Report. Innovative Learning Center, LLC, July 2020. http://dx.doi.org/10.52012/tyob9090.

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The summative external evaluation report described the program's impact on faculty and students participating in recitation sessions and active teaching professional development sessions over two years. Student persistence and retention in engineering courses continue to be a challenge in undergraduate education, especially for students underrepresented in engineering disciplines. The program's goal was to use peer-facilitated instruction in core engineering courses known to have high attrition rates to retain underrepresented students, especially women, in engineering to diversify and broaden engineering participation. Knowledge generated around using peer-facilitated instruction at two-year colleges can improve underrepresented students' success and participation in engineering across a broad range of institutions. Students in the program participated in peer-facilitated recitation sessions linked to fundamental engineering courses, such as engineering analysis, statics, and dynamics. These courses have the highest failure rate among women and underrepresented minority students. As a mixed-methods evaluation study, student engagement was measured as students' comfort with asking questions, collaboration with peers, and applying mathematics concepts. SPSS was used to analyze pre-and post-surveys for statistical significance. Qualitative data were collected through classroom observations and focus group sessions with recitation leaders. Semi-structured interviews were conducted with faculty members and students to understand their experiences in the program. Findings revealed that women students had marginalization and intimidation perceptions primarily from courses with significantly more men than women. However, they shared numerous strategies that could support them towards success through the engineering pathway. Women and underrepresented students perceived that they did not have a network of peers and faculty as role models to identify within engineering disciplines. The recitation sessions had a positive social impact on Hispanic women. As opportunities to collaborate increased, Hispanic womens' social engagement was expected to increase. This social engagement level has already been predicted to increase women students' persistence and retention in engineering and result in them not leaving the engineering pathway. An analysis of quantitative survey data from students in the three engineering courses revealed a significant effect of race and ethnicity for comfort in asking questions in class, collaborating with peers outside the classroom, and applying mathematical concepts. Further examination of this effect for comfort with asking questions in class revealed that comfort asking questions was driven by one or two extreme post-test scores of Asian students. A follow-up ANOVA for this item revealed that Asian women reported feeling excluded in the classroom. However, it was difficult to determine whether these differences are stable given the small sample size for students identifying as Asian. Furthermore, gender differences were significant for comfort in communicating with professors and peers. Overall, women reported less comfort communicating with their professors than men. Results from student metrics will inform faculty professional development efforts to increase faculty support and maximize student engagement, persistence, and retention in engineering courses at community colleges. Summative results from this project could inform the national STEM community about recitation support to further improve undergraduate engineering learning and educational research.
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Balyk, Nadiia, Svitlana Leshchuk, and Dariia Yatsenyak. Developing a Mini Smart House model. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3741.

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The work is devoted to designing a smart home educational model. The authors analyzed the literature in the field of the Internet of Things and identified the basic requirements for the training model. It contains the following levels: command, communication, management. The authors identify the main subsystems of the training model: communication, signaling, control of lighting, temperature, filling of the garbage container, monitoring of sensor data. The proposed smart home educational model takes into account the economic indicators of resource utilization, which gives the opportunity to save on payment for their consumption. The hardware components for the implementation of the Mini Smart House were selected in the article. It uses a variety of technologies to conveniently manage it and use renewable energy to power it. The model was produced independently by students involved in the STEM project. Research includes sketching, making construction parts, sensor assembly and Arduino boards, programming in the Arduino IDE environment, testing the functioning of the system. Research includes sketching, making some parts, assembly sensor and Arduino boards, programming in the Arduino IDE environment, testing the functioning of the system. Approbation Mini Smart House researches were conducted within activity the STEM-center of Physics and Mathematics Faculty of Ternopil Volodymyr Hnatiuk National Pedagogical University, in particular during the educational process and during numerous trainings and seminars for pupils and teachers of computer science.
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