Authentic problems of knowledge society: mathematics teachers’ integration of cognitive and social dimensions into stem lesson plans
Fiche du document
10 juillet 2023
- handle: 10670/1.1lxf8u
- isbn: 978-963-7031-04-5
- hal: hal-04420589
info:eu-repo/semantics/OpenAccess
Sujets proches
Lesson plansCiter ce document
Defne Yabaş et al., « Authentic problems of knowledge society: mathematics teachers’ integration of cognitive and social dimensions into stem lesson plans », HAL-SHS : sciences de l'éducation, ID : 10670/1.1lxf8u
Métriques
Partage / Export
Résumé
Regarding the teachers’ key role in shaping students’ STEM education experiences through their instructional designs, our research focused on how mathematics teachers integrate social and cognitive dimensions into their STEM lesson plans. We used document analysis to study the STEM lesson plans of mathematics teachers (n=34). The results showed that mathematics teachers mostly included communication and collaboration with others in their lesson plans for learning and innovation skills. Most teachers integrated cognitive and social dimensions and provided flexibility in solutions. However, teachers struggled to integrate an original context into the problems. Integrating other disciplines into the Authentic Problems of Knowledge Society (APoKS) was also a challenge for mathematics teachers. More research is needed to explore the contextualisation and interdisciplinarity of mathematics topics to improve students' critical thinking and problem-solving skills.