Integration of engineering in a middle grade mathematics classroom: A conceptual framework for science, technology, engineering and mathematics (STEM) integration

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Pugalenthi, P. (2019). Integration of engineering in a middle grade mathematics classroom: A conceptual framework for science, technology, engineering and mathematics (STEM) integration. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

In recent years, student centered approaches to learning has gained interest especially STEM based learning. It has led to educational policy and standards reforms including the Next Generation Science Standards (NGSS), which helps teachers, incorporate Engineering and Technology into Science education. Generally, Engineering and Technology practices and principles are extrapolated from collegiate level to P-12 classrooms with limited understanding of what is developmentally appropriate for younger students. This research proposes a re-conceptualized approach to STEM integration using systems thinking that shows the natural connections between the individual subjects, Science, Technology, Engineering and Mathematics. The whole goal is to mimic not only the content knowledge, but also the skills and practices of the real world in P12 classrooms. This design research was conducted in a Grade 7 classroom of a suburban school. Analysis of student pre-interviews revealed that the students possess a rudimentary understanding of engineering thinking and parallel lines and lack a conceptual understanding of angles. These notions were used to design and develop mathematical instructional tasks with an engineering problem as the context in order to motivate students understanding to more sophisticated notions of angles and parallel lines. The post-interview analysis shows an improvement in the students’ understanding of angles, parallel lines and engineering thinking. The following STEM practices emerged from the classroom when the students engaged in the engineering based mathematical instructional sequences, (a) developing conceptual understanding in multiple subject areas; (b) building relationships among subject areas; (c) shifting back and forth between goals of the individual subject experts; (d) developing ethical thinking; and (e) rethinking communication.

Details
Author

Pugalenthi, Premkumar

Title

Integration of engineering in a middle grade mathematics classroom: A conceptual framework for science, technology, engineering and mathematics (STEM) integration

Physical Description

1 online resource (143 pages) : PDF

Date

2019

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

In recent years, student centered approaches to learning has gained interest especially STEM based learning. It has led to educational policy and standards reforms including the Next Generation Science Standards (NGSS), which helps teachers, incorporate Engineering and Technology into Science education. Generally, Engineering and Technology practices and principles are extrapolated from collegiate level to P-12 classrooms with limited understanding of what is developmentally appropriate for younger students. This research proposes a re-conceptualized approach to STEM integration using systems thinking that shows the natural connections between the individual subjects, Science, Technology, Engineering and Mathematics. The whole goal is to mimic not only the content knowledge, but also the skills and practices of the real world in P12 classrooms. This design research was conducted in a Grade 7 classroom of a suburban school. Analysis of student pre-interviews revealed that the students possess a rudimentary understanding of engineering thinking and parallel lines and lack a conceptual understanding of angles. These notions were used to design and develop mathematical instructional tasks with an engineering problem as the context in order to motivate students understanding to more sophisticated notions of angles and parallel lines. The post-interview analysis shows an improvement in the students’ understanding of angles, parallel lines and engineering thinking. The following STEM practices emerged from the classroom when the students engaged in the engineering based mathematical instructional sequences, (a) developing conceptual understanding in multiple subject areas; (b) building relationships among subject areas; (c) shifting back and forth between goals of the individual subject experts; (d) developing ethical thinking; and (e) rethinking communication.

Genre

doctoral dissertations

Subjects--Topics

Middle school education
Mathematics--Study and teaching

Degree

Ph.D.

Keywords

Design Research
Instructional Sequences
Middle School
Realistic Mathematics Education
Stem Integration
Stem Practices

Subject Area

Curriculum & Instruction

Advisor(s)

Pugalee, David
Stephan, Michelle

Committee Members

DiBiase, Warren
Zhang, Yong

Degree Note

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2019.

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Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Pugalenthi_uncc_0694D_12192

Permalink

http://hdl.handle.net/20.500.13093/etd:2168