Abstract
This chapter describes the considerations of the learner and disciplinary intuitions in teaching science, technology, engineering, and mathematics (STEM). We assert that teachers who possess well-developed STEM pedagogical content knowledge, inquiry-based approach, and the ability to surface learners’ intuitions are well positioned to engage in the process of STEM curriculum design and teaching. We documented an education intervention that incorporated a STEM learning framework based on authentic learning into the Secondary Mathematics 2 curriculum of a Singapore public school. The purpose of the intervention was to promote greater authenticity in students’ learning of mathematical data handling skills, applications, and interests using a real-world learning context and problem involving data collected from open-source sensors. We conclude that a STEM learning framework supported by open-source sensors can be used to create an authentic learning environment, which in turn can leverage learner intuitions and enhance learning.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Aguirre, J. M., Turner, E. E., Bartell, T. G., Kalinec-Craig, C., Foote, M. Q., Roth McDuffie, A., et al. (2013). Making connections in practice: How prospective elementary teachers connect to children’s mathematical thinking and community funds of knowledge in mathematics instruction. Journal of Teacher Education, 64(2), 178–192.
Allen, M., Webb, A. W., & Matthews, C. E. (2016). Adaptive teaching in STEM: Characteristics for effectiveness. Theory into Practice, 55(3), 217–224.
Breiner, J. M., Harkness, S. S., Johnson, C. C., & Koehler, C. M. (2012). What is STEM? A discussion about conceptions of STEM in education and partnerships. School Science and Mathematics, 112(1), 3–11.
Burns, R. W., & Brooks, G. D. (Eds.). (1970). Curriculum design in a changing society. Englewood Cliffs, NJ: Educational Technology Publications.
Cho, Y. H., & Hong, S. Y. (2015). Mathematical intuition and storytelling for meaningful learning. In K. Y. T. Lim (Ed.), Disciplinary intuitions and the design of learning environments (pp. 155–168). Singapore: Springer. https://doi.org/10.1007/978-981-287-182-4_12.
Civil, M. (2002). Culture and mathematics: A community approach. Journal of Intercultural Studies, 23(2), 133–148.
Civil, M. (2007). Building on community knowledge: An avenue to equity in mathematics education. In N. S. Nasir & P. Cobb (Eds.), Improving access to mathematics: Diversity and equity in the classroom (pp. 105–117). New York, NY: Teachers College Press.
Darling-Hammond, L., Barron, B., Pearson, P. D., Schoenfeld, A. H., Zimmerman, T., Cervettti, G., et al. (2008). Powerful learning: What we know about teaching for understanding. San Francisco, CA: Jossey-Bass.
Gainsburg, J. (2008). Real-world connections in secondary mathematics teaching. Journal of Mathematics Teacher Education, 11(3), 199–219.
Geist, E. (2010). The anti-anxiety curriculum: Combating math anxiety in the classroom. Journal of Instructional Psychology, 37(1), 24–31.
Johnson, C. C. (2013). Conceptualizing integrated STEM education. School Science and Mathematics, 8(113), 367–368.
Kaiser, G. (2002). Educational philosophies and their influence on mathematics education—An ethnographic study in English and German mathematics classrooms. Zentralblatt für Didaktik der Mathematik, 34(6), 241–257.
Lave, J. (1992). Word problems: A microcosm of theories of learning (pp. 74–92). Context and Cognition: Ways of Learning and Knowing.
Lim, K. Y. T. (Ed.). (2015). Disciplinary intuitions and the design of learning environments. Singapore: Springer.
Lombardi, M. M. (2007). Authentic learning for the 21st century: An overview. EDUCAUSE Learning Initiative, 1, 1–12.
Ministry of Education. (2012). Mathematics syllabus secondary one to four express course normal (academic) course. Singapore: Author. Retrieved from https://www.moe.gov.sg/docs/default-source/document/education/syllabuses/sciences/files/mathematics-syllabus-sec-1-to-4-express-n(a)-course.pdf.
Ormrod, J. E. (2008). Educational psychology: Developing learners (6th ed.). Upper Saddle River, NJ: Pearson.
Pedaste, M., Mäeots, M., Siiman, L. A., de Jong, T., van Riesen, S. A., Kamp, E. T., … & Tsourlidaki, E. (2015). Review: Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 1447–1461. doi:https://doi.org/10.1016/j.edurev.2015.02.003.
Popham, W. J. (2008). Timed test for tykes? Educational Leadership, 65(8), 86–87.
Popovic, G., & Lederman, J. S. (2015). Implications of informal education experiences for mathematics teachers’ ability to make connections beyond formal classroom. School Science and Mathematics, 115(3), 129–140.
Reeves, T. C., Herrington, J., & Oliver, R. (2002). Authentic activities and online learning. In T. Herrington (Ed.), Quality conversations: Research and development in higher education (Vol. 25, pp. 562–567). Jamison, ACT: Higher Education Research and Development Society of Australasia.
Rittle-Johnson, B., & Alibali, M. W. (1999). Conceptual and procedural knowledge of mathematics: Does one lead to the other? Journal of Educational Psychology, 91, 175–189.
Ryan, R. M. (1995). Psychological needs and the facilitation of integrative processes. Journal of Personality, 63(3), 397–427.
Ryan, R. M., & Deci, E. L. (2000a). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54–67.
Ryan, R. M., & Deci, E. L. (2000b). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78.
Turner, E. E., & Font, B. T. (2007). Problem posing that makes a difference: Students posing and investigating mathematical problems related to overcrowding at their school. Teaching Children Mathematics, 13(9), 457–463.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
White, D. W. (2014). What is STEM education and why is it important? Florida Association of Teacher Educators Journal, 1(14), 1–9.
Zeuli, J. S., & Ben-Avie, M. (2003). Connecting with students on a social and emotional level through in-depth discussions of mathematics. In N. M. Haynes, M. Ben-Avie, & J. Ensign (Eds.), How social and emotional development add up: Getting results in math and science education (pp. 36–64). New York, NY: Teachers College Press.
Acknowledgements
The authors would like to express their gratitude to the following persons for their invaluable part in this research project: Mdm. Goh Shwu Jun, Mr. Jeremy Chen, and Mdm. Lee Ching Fong from YCKSS for their collaboration and in shaping shared learning, and to Johnervan and Jonathan Lee for their continual encouragement and help throughout the project. The authors acknowledge the funding support for this project from Nanyang Technological University under the Undergraduate Research Experience on CAmpus (URECA) program.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2019 Springer Nature Singapore Pte Ltd.
About this chapter
Cite this chapter
Shanwei, J.L., Lim, K.Y.T., Ming De, Y., Hilmy, A. (2019). Exploring the Affordances of Open-Source Sensors in Promoting Authenticity in Mathematics Learning. In: Hsu, YS., Yeh, YF. (eds) Asia-Pacific STEM Teaching Practices. Springer, Singapore. https://doi.org/10.1007/978-981-15-0768-7_8
Download citation
DOI: https://doi.org/10.1007/978-981-15-0768-7_8
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-15-0767-0
Online ISBN: 978-981-15-0768-7
eBook Packages: EducationEducation (R0)