Incorporating STEM learning activities in the school mathematics curriculum

Incorporating STEM learning activities in the school mathematics curriculum

• Zhang, Qiaoping The Education University of Hong Kong
• Chau, Wing Nam St. Paul’s Primary Catholic School, Hong Kong
• Guo, Jing The Education University of Hong Kong

• G 課程與教學:個別教學範疇
  • GC 數學及統計學
    • GCA 教學目標、課程及評鑑
• G 課程與教學:個別教學範疇
  • GD 科學及科技
    • GDA 教學目標、課程及評鑑
• G 課程與教學:個別教學範疇
  • GG 工程、製造及建築
    • GGA 教學目標、課程及評鑑

• Hong Kong

• 1997.7 onwards

• 小學教育

Background and aims: Mathematics is one of the critical elements of STEM education. However, the importance of mathematics has not been fully emphasized in the practice of STEM education (Martín‐Páez et al., 2019). Promoting STEM education in mathematics education is one of the focal points of the Hong Kong school curriculum (CDC, 2017). In this study, we introduced an innovative STEM learning activity in the classroom based on the topic of 3D shapes in the primary mathematics curriculum. The aim was to provide an example of a school-based mathematics curriculum integrated with STEM education and offer teachers the design and development of STEM pedagogy.Methodology or process(es) undertaken: Focusing on the learning objective of recognizing the concept of 3D shape, we designed an interdisciplinary STEM learning activity in grade two in a Hong Kong primary school. Students learned the concept of a cylinder in the Funny Zoetrope Project. A curriculum consultant, a mathematics teacher and a visual art teacher collaborated to implement the whole teaching design within seven lessons (five mathematics lessons and two visual art lessons). A series of learning booklets were designed for teaching and learning. Regarding the process of preliminary preparation, teaching arrangement, course implementation, and after-class feedback, the STEM learning activity was incorporated into the school-based mathematics curriculum.Results and conclusions: The STEM learning activity based on the mathematical topic provides students with opportunities to see, know and understand the mathematical concept in STEM education. Students experience interdisciplinary learning during the process of making a zoetrope. They learn to integrate and apply knowledge and skills they have learned in mathematics and visual art. Some generic skills such as problem-solving, collaboration, communication, and self-assessment skills are also developed. Copyright © 2022 7th STEM in Education Conference.

Paper presented at The 7th STEM in Education Conference, Sydney, Australia.

• 英文

會議論文

https://bibliography.lib.eduhk.hk/tc/bibs/24341bb2

2023-03-06