ERIC Number: EJ1106797
Record Type: Journal
Publication Date: 2016
The M in STEM: What Is It Really?
Australian Mathematics Teacher, v72 n2 p3-6 2016
At a recent workshop in the ACARA [Australian Curriculum, Assessment and Reporting Authority] offices in Sydney, teachers of STEM gathered to reflect on implementations of integrated STEM projects within their schools. The projects discussed illustrated a range of interpretive stances and practical considerations--presented variously as constraints, advantages or weaknesses, according to each school's considered perspective. When those participants who had identified themselves as "mathematics teachers" gathered in a meeting to reflect on the role of mathematics in STEM, the tone of conversation (which had been broadly celebratory of STEM in general gatherings) refined to a more focussed set of concerns, centred on the potential benefits and lurking dangers inherent in the promotion of STEM. In this article, the author draws on her reflections of that meeting, and on her own experiences teaching mathematics and STEM, to present a selection of questions and attitudes by way of a call to fellow mathematics teachers not merely to engage in debates, but rather, to drive conversations and influence the formation of the STEM concept in their educational environments.
Descriptors: STEM Education, Mathematics, Mathematics Education, Mathematics Instruction, Mathematics Teachers, Foreign Countries, Mathematics Achievement, Workshops, Role
Australian Association of Mathematics Teachers (AAMT). GPO Box 1729, Adelaide 5001, South Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: firstname.lastname@example.org; Web site: http://www.aamt.edu.au
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A