Two inquiry approaches to STEM: the role of mathematics

Dorte Moeskær Larsen; Camilla Hellsten Østergaard

Two inquiry approaches to STEM: the role of mathematics

Dorte Moeskær Larsen, Camilla Hellsten Østergaard

STEM-didaktik

Publikation: Bidrag til bog/antologi/rapport › Konferenceartikel i proceeding › peer review

Abstract

Teaching STEM is often described as closely related to inquiry-based teaching. This paper describes two STEM projects that tested two approaches to inquiry-based teaching in two 7th-grade classes. One project focused on the 5E model and the other project focused on study and research paths, an inquiry approach developed in the paradigm of questioning the world. In the analysis, classroom observations were transformed into question-and-answer diagrams and combined with a praxeological analysis, which formed the basis for the interpretations. The results showed that
students alternate between making inquiry and studying mathematics in two very different ways. However, both projects had challenges in respectively creating coherence between the mathematical studies and inquiry and in making the students perform an in-depth mathematical study.

Originalsprog	Engelsk
Titel	Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13)
Redaktører	Paul Drijvers, Csaba Csapodi, Hanna Palmér, Katalin Gosztonyi, Eszter Kónya
Antal sider	7
Udgivelsessted	Budapest
Forlag	Alfréd Rényi Institute of Mathematics
Publikationsdato	jul. 2023
Sider	4469-4476
Kapitel	TWG26: Mathematics in the Context of STEM Education
ISBN (Elektronisk)	978-963-7031-04-5
Status	Udgivet - jul. 2023
Begivenhed	13th Congress of the European Society for Research in Mathematics Education: CERME13 - Budapest, Budapest, Ungarn Varighed: 10 jul. 2023 → 14 jul. 2023 Konferencens nummer: 13 https://cerme13.renyi.hu

Konference

Konference	13th Congress of the European Society for Research in Mathematics Education
Nummer	13
Lokation	Budapest
Land/Område	Ungarn
By	Budapest
Periode	10/07/23 → 14/07/23
Internetadresse	https://cerme13.renyi.hu

Adgang til dokumentet

https://hal.umontpellier.fr/hal-04430809v1/document

Citationsformater

Larsen, D. M., & Østergaard, C. H. (2023). Two inquiry approaches to STEM: the role of mathematics. I P. Drijvers, C. Csapodi, H. Palmér, K. Gosztonyi, & E. Kónya (red.), Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13) (s. 4469-4476). Alfréd Rényi Institute of Mathematics. https://hal.umontpellier.fr/hal-04430809v1/document

Larsen, Dorte Moeskær ; Østergaard, Camilla Hellsten. / Two inquiry approaches to STEM : the role of mathematics. Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13). red. / Paul Drijvers ; Csaba Csapodi ; Hanna Palmér ; Katalin Gosztonyi ; Eszter Kónya. Budapest : Alfréd Rényi Institute of Mathematics, 2023. s. 4469-4476

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title = "Two inquiry approaches to STEM: the role of mathematics",

abstract = "Teaching STEM is often described as closely related to inquiry-based teaching. This paper describes two STEM projects that tested two approaches to inquiry-based teaching in two 7th-grade classes. One project focused on the 5E model and the other project focused on study and research paths, an inquiry approach developed in the paradigm of questioning the world. In the analysis, classroom observations were transformed into question-and-answer diagrams and combined with a praxeological analysis, which formed the basis for the interpretations. The results showed that students alternate between making inquiry and studying mathematics in two very different ways. However, both projects had challenges in respectively creating coherence between the mathematical studies and inquiry and in making the students perform an in-depth mathematical study.",

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editor = "Paul Drijvers and Csaba Csapodi and Hanna Palm{\'e}r and Katalin Gosztonyi and Eszter K{\'o}nya",

booktitle = "Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13)",

publisher = "Alfr{\'e}d R{\'e}nyi Institute of Mathematics",

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Larsen, DM & Østergaard, CH 2023, Two inquiry approaches to STEM: the role of mathematics. i P Drijvers, C Csapodi, H Palmér, K Gosztonyi & E Kónya (red), Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13). Alfréd Rényi Institute of Mathematics, Budapest, s. 4469-4476, 13th Congress of the European Society for Research in Mathematics Education, Budapest, Ungarn, 10/07/23. <https://hal.umontpellier.fr/hal-04430809v1/document>

Two inquiry approaches to STEM: the role of mathematics. / Larsen, Dorte Moeskær; Østergaard, Camilla Hellsten.
Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13). red. / Paul Drijvers; Csaba Csapodi; Hanna Palmér; Katalin Gosztonyi; Eszter Kónya. Budapest: Alfréd Rényi Institute of Mathematics, 2023. s. 4469-4476.

Publikation: Bidrag til bog/antologi/rapport › Konferenceartikel i proceeding › peer review

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AU - Larsen, Dorte Moeskær

AU - Østergaard, Camilla Hellsten

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Y1 - 2023/7

N2 - Teaching STEM is often described as closely related to inquiry-based teaching. This paper describes two STEM projects that tested two approaches to inquiry-based teaching in two 7th-grade classes. One project focused on the 5E model and the other project focused on study and research paths, an inquiry approach developed in the paradigm of questioning the world. In the analysis, classroom observations were transformed into question-and-answer diagrams and combined with a praxeological analysis, which formed the basis for the interpretations. The results showed that students alternate between making inquiry and studying mathematics in two very different ways. However, both projects had challenges in respectively creating coherence between the mathematical studies and inquiry and in making the students perform an in-depth mathematical study.

AB - Teaching STEM is often described as closely related to inquiry-based teaching. This paper describes two STEM projects that tested two approaches to inquiry-based teaching in two 7th-grade classes. One project focused on the 5E model and the other project focused on study and research paths, an inquiry approach developed in the paradigm of questioning the world. In the analysis, classroom observations were transformed into question-and-answer diagrams and combined with a praxeological analysis, which formed the basis for the interpretations. The results showed that students alternate between making inquiry and studying mathematics in two very different ways. However, both projects had challenges in respectively creating coherence between the mathematical studies and inquiry and in making the students perform an in-depth mathematical study.

M3 - Conference contribution to proceeding

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EP - 4476

BT - Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13)

A2 - Drijvers, Paul

A2 - Csapodi, Csaba

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PB - Alfréd Rényi Institute of Mathematics

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Y2 - 10 July 2023 through 14 July 2023

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Two inquiry approaches to STEM: the role of mathematics

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