The mathematics in integrated STEM lessons Hazel tan and Gillian Kidman
Monash University
Abstract
This paper describes the hidden understandings of mathematics that can be developed during Science, Technology, Engineering and Mathematics (STEM) lessons. Research indicates that mathematics is often relegated to a secondary supportive role in STEM education lessons. We will explore how mathematics content, mathematical literacy, attitudes, values and dispositions toward mathematics are being promoted in STEM education. The paper considers the routinely taught mathematics via integrated STEM activities. Integrated STEM activities provide rich potential for the teacher to explore the mathematical process-humanity dimensions of mathematical thinking and processes and the mathematical values, attitudes and habits of mind. Examples from classroom research will be used to show how teachers can make mathematics both explicit and implicit when planning and teaching integrated STEM activities. This enables the student to develop a critical mindset while respecting and appreciating others and become independent, social, creative, innovative, and harmonious citizens of the world.
