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ERIC Number: EJ1134489
Record Type: Journal
Publication Date: 2017
Pages: 22
Abstractor: As Provided
ISSN: ISSN-0022-0671
Threading Mathematics through Symbols, Sketches, Software, Silicon, and Wood: Teachers Produce and Maintain Cohesion to Support STEM Integration
Nathan, Mitchell J.; Wolfgram, Matthew; Srisurichan, Rachaya; Walkington, Candace; Alibali, Martha W.
Journal of Educational Research, v110 n3 p272-293 2017
This classroom-based investigation sought to document how, in real time, STEM teachers and students attempt to locate the invariant mathematical relations that are threaded through the range of activities and representations in these classes, and how highlighting this common thread influences student participation and learning. The authors conducted multimodal discourse analyses of teacher-student interactions during multiday observations in 3 urban high school STEM classes. The focal lessons were in electrical engineering and mechanical engineering (within Project Lead the Way), and precollege geometry. Across 3 cases, teachers and students actively built and maintained cohesion of invariant mathematical relations across activities and representations. Pre- and postlesson interviews revealed that teachers intentionally managed cohesion to provide the continuity across the curricular activities that teachers believed would promote student understanding. The findings contribute to ways of fostering STEM integration and ways of grounding abstractions to promote meaning making and transfer.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF); Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: DRL0816406; R305B130007; R305B100007