Abstract
Mathematics is a gateway to many scientific and technological fields. Almost every STEM advance and project is expressed in the language of mathematics. Educationally, mathematical development is central. Given the connections, it is reasonable to claim that curricula and pedagogical approaches should fully integrate all aspects of STEM and other domains. For this reason, it is important for teaching and learning to create interdisciplinary approaches that emphasize connections between the various domains while maintaining their own conceptual, procedural, and (epistemological) knowledge bases for each of these domains. To interconnect disciplinary knowledge, guaranteeing balance in curricular learning, it is desirable to promote integrated digital teaching practice. The paper is part of the debate about the possibilities of enhancing the role of mathematics in STEM education through interdisciplinary approaches.
The research questions refer to the type of digital tools and their use to support interdisciplinary approaches in the teaching and learning of technology-related disciplines such as mathematics and physics. This paper describes an interdisciplinary teaching practice format between mathematics and physics using digital tools as relevant mediators of meaning through the diverse representation that can be generated.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
References
Report by the Committee on STEM Education of the National Science & Technology Council (2018). https://www.energy.gov/sites/default/files/2019/05/f62/STEM-Education-Strategic-Plan-2018.pdf. Accessed 9 May 2022
Battaglia, O.R., Di Paola, B., Fazio, C.: Unsupervised quantitative methods to analyze student reasoning lines: theoretical aspects and examples. Phys. Rev. Phys. Educ. Res. 15(2), 020112 (2019). https://doi.org/10.1103/PhysRevPhysEducRes.15.020112
Battaglia, O.R., Di Paola, B., Fazio, C.: An unsupervised quantitative method to analyse students’ answering strategies to a questionnaire. In: New Trends in Physics Education Research. pp. 19–46. Nova Science Publishers, NY (2018)
Borba, M.C., Askar, P., Engelbrecht, J., Gadanidis, G., Llinares, S., Aguilar, M.S.: Digital technology in mathematics education: research over the last decade. In: Kaiser, G. (ed.) Proceedings of the 13th International Congress on Mathematical Education. IM, pp. 221–233. Springer, Cham (2017). https://doi.org/10.1007/978-3-319-62597-3_14
Brooks, J. G., Brooks, M.G.: In search of understanding: the case for constructivist classrooms. 1st edn. ASCD, Virginia, USA (1999)
Buckley, B., Gobert, J., Kindfield, A.C., Horwitz, P., Tinker, R.F., et al.: Model-based teaching and learning with BioLogicaTM: what do they learn? How do they learn? How do we know? J. Sci. Educ. Technol. 13(1), 23–41 (2004)
Clark-Wilson, A., Robutti, O., Thomas, M.: Teaching with digital technology. ZDM Math. Educ. 52(7), 1223–1242 (2020). https://doi.org/10.1007/s11858-020-01196-0
English, L.D.: STEM education K-12: perspectives on integration. Int. J. STEM Educ. 3(1), 1–8 (2016). https://doi.org/10.1186/s40594-016-0036-1
Faggiano, E., Montone, A., Mariotti, M.A.: Synergy between manipulative and digital artefacts: a teaching experiment on axial symmetry at primary school. Int. J. Math. Educ. Sci. Technol. 49(8), 1165–1180 (2018). https://doi.org/10.1080/0020739X.2018.1449908
Frassia, M.G., Serpe, A.: Learning geometry through mathematical modelling: an example with GeoGebra. Turk. Online J. Educ. Techno. November Special Issue (INTE), 411–418 (2017)
Greefrath, G., Hertleif, C., Siller, H.-S.: Mathematical modelling with digital tools—a quantitative study on mathematising with dynamic geometry software. ZDM Math. Educ. 50(1–2), 233–244 (2018). https://doi.org/10.1007/s11858-018-0924-6
Hohenwarter, M., Jarvis, D., Lavicza, Z.: Linking geometry, algebra and mathematics teachers: GeoGebra software and the establishment of the international GeoGebra institute. Int. J. Technol. Math. Educ. 16(2), 83–87 (2009)
Kelley, T.R., Knowles, J.G.: A conceptual framework for integrated STEM education. Int. J. STEM Educ. 3(1), 1–11 (2016). https://doi.org/10.1186/s40594-016-0046-z
Koklu, O., Topcu, A.: Effect of Cabri-assisted instruction on secondary school students’ misconceptions about graphs of quadratic functions. Int. J. Math. Educ. Sci. Technol. 43(8), 999–1011 (2012). https://doi.org/10.1080/0020739X.2012.678892
Kramarenko, T.H., Pylypenko, O.S., Zaselskiy, V.I.: Prospects of using the augmented reality application in STEM-based mathematics teaching. Educ. Dimen. 53(1), 199–218 (2019). https://doi.org/10.31812/educdim.v53i1.3843
Margot, K.C., Kettler, T.: Teachers’ perception of STEM integration and education: a systematic literature review. Int. J. STEM Educ. 6(1), 1–16 (2019). https://doi.org/10.1186/s40594-018-0151-2
Marra Barone A.: Interdisciplinarità . Convergenza dei saperi sull’uomo e per l’uomo. Rivista didattica (2006). http://www.rivistadidattica.com/fondamenti/fondamenti2.html. Accessed 19 Oct 2022
Maass, K., Geiger, V., Ariza, M.R., Goos, M.: The role of mathematics in interdisciplinary STEM education. ZDM Math. Educ. 51(6), 869–884 (2019). https://doi.org/10.1007/s11858-019-01100-5
Mishra, P., Koehler, M.J.: Technological pedagogical content knowledge: a framework for integrating technology in teachers’ knowledge. Teach. Coll. Rec. 108(6), 1017–1054 (2006). https://doi.org/10.1111/j.1467-9620.2006.00684.x
Morin, E.: La testa ben fatta. Riforma dell'insegnamento e riforma del pensiero. Raffaello Cortina Editore, Milano (2000)
Morze, N. V., Strutynska, O.V.: Digital transformation in society: key aspects for model development. J. Phys. Conf. Ser. 1946(1), 012021 (2021). https://doi.org/10.1088/1742-6596/1946/1/012021 (IOP Publishing)
Niss, M.A., Højgaard, T. (eds.): Competencies and Mathematical Learning: Ideas and inspiration for the development of mathematics teaching and learning in Denmark. Roskilde Universitet. IMFUFA-tekst : i, om og med matematik og fysik No. 485 (2011). http://milne.ruc.dk/ImfufaTekster/. Accessed 19 Oct 2022
Reinhold, F., Hoch, S., Werner, B., Richter-Gebert, J., Reiss, K.: Learning fractions with and without educational technology: what matters for high-achieving and low-achieving students? Learn. Instr. 65, 101264 (2020). https://doi.org/10.1016/j.learninstruc.2019.101264
Sarı, U., Alıcı, M., Şen, Ö.F.: The effect of STEM instruction on attitude, career perception and career interest in a problem-based learning environment and student opinions. Electron. J Res. Sci. Math. Educ. 22(1) (2018)
Serpe, A.: Geometry of design in high school. An example of teaching with Geogebra. In: GomezChova, L., LopezMartinez, A., CandelTorres, I. (eds.) Proceedings 12Th International Technology, Education and Development Conference (INTED2018), Valencia, Spain, pp. 3477–3485. IATED, Valencia (2018). https://doi.org/10.21125/inted.2018.0668
Serpe, A., Frassia, M.G.: Legacy and influence in mathematics and physics with educational technology: a laboratory example. In: New Trends in Physics Education Research, pp. 77–96. Nova Science Publishers, NY (2018)
Serpe, A., Frassia, M.G.: Task mathematical modelling design in a dynamic geometry environment: archimedean spiral’s algorithm. In: Sergeyev, Y.D., Kvasov, D.E. (eds.) NUMTA 2019. LNCS, vol. 11973, pp. 478–491. Springer, Cham (2020). https://doi.org/10.1007/978-3-030-39081-5_41
Serpe, A., Frassia, M.G.: Promote connections between Mathematics, Drawing and History of Art in high school through a stem approach. Atti della Accademia Peloritana dei Pericolanti-Classe di Scienze Fisiche, Matematiche e Naturali 99(S1), 5 (2021). https://doi.org/10.1478/AAPP.99S1A5
Srikoom, W., Faikhamta, C., Hanuscin, D.: Dimensions of effective stem integrated teaching practice. K-12 STEM Educ. 4(2), 313–330 (2018)
Thibaut, L., Ceuppens, S., De Loof, H., De Meester, J., Goovaerts, L., et al.: Integrated STEM education: a systematic review of instructional practices in secondary education. Euro. J. STEM Educ. 3(1), 2 (2018). https://doi.org/10.20897/ejsteme/85525
Gueudet, G., Pepin, B., Trouche, L.: Introduction. In: Trouche, L., Gueudet, G., Pepin, B. (eds.) The ‘Resource’ Approach to Mathematics Education. AME, pp. 1–14. Springer, Cham (2019). https://doi.org/10.1007/978-3-030-20393-1_1
Vasquez, J.A.: STEM–beyond the acronym. Educ. Leadersh. 72(4), 10–15 (2015)
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2023 The Author(s), under exclusive license to Springer Nature Switzerland AG
About this paper
Cite this paper
Serpe, A. (2023). Digital Tools to Enhance Interdisciplinary Mathematics Teaching Practices in High School. In: Fulantelli, G., Burgos, D., Casalino, G., Cimitile, M., Lo Bosco, G., Taibi, D. (eds) Higher Education Learning Methodologies and Technologies Online. HELMeTO 2022. Communications in Computer and Information Science, vol 1779. Springer, Cham. https://doi.org/10.1007/978-3-031-29800-4_16
Download citation
DOI: https://doi.org/10.1007/978-3-031-29800-4_16
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-031-29799-1
Online ISBN: 978-3-031-29800-4
eBook Packages: Computer ScienceComputer Science (R0)