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

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution to 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.

Original language	English
Title of host publication	Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13)
Editors	Paul Drijvers, Csaba Csapodi, Hanna Palmér, Katalin Gosztonyi, Eszter Kónya
Number of pages	7
Place of Publication	Budapest
Publisher	Alfréd Rényi Institute of Mathematics
Publication date	Jul 2023
Pages	4469-4476
Chapter	TWG26: Mathematics in the Context of STEM Education
ISBN (Electronic)	978-963-7031-04-5
Publication status	Published - Jul 2023
Event	13th Congress of the European Society for Research in Mathematics Education: CERME13 - Budapest, Budapest, Hungary Duration: 10 Jul 2023 → 14 Jul 2023 Conference number: 13 https://cerme13.renyi.hu

Conference

Conference	13th Congress of the European Society for Research in Mathematics Education
Number	13
Location	Budapest
Country/Territory	Hungary
City	Budapest
Period	10/07/23 → 14/07/23
Internet address	https://cerme13.renyi.hu

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Larsen, D. M., & Østergaard, C. H. (2023). Two inquiry approaches to STEM: the role of mathematics. In P. Drijvers, C. Csapodi, H. Palmér, K. Gosztonyi, & E. Kónya (Eds.), Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13) (pp. 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). editor / Paul Drijvers ; Csaba Csapodi ; Hanna Palmér ; Katalin Gosztonyi ; Eszter Kónya. Budapest : Alfréd Rényi Institute of Mathematics, 2023. pp. 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 thatstudents 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.",

author = "Larsen, {Dorte Moesk{\ae}r} and {\O}stergaard, {Camilla Hellsten}",

year = "2023",

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language = "English",

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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",

address = "Hungary",

note = "13th Congress of the European Society for Research in Mathematics Education ; Conference date: 10-07-2023 Through 14-07-2023",

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Larsen, DM & Østergaard, CH 2023, Two inquiry approaches to STEM: the role of mathematics. in P Drijvers, C Csapodi, H Palmér, K Gosztonyi & E Kónya (eds), Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13). Alfréd Rényi Institute of Mathematics, Budapest, pp. 4469-4476, 13th Congress of the European Society for Research in Mathematics Education, Budapest, Hungary, 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). ed. / Paul Drijvers; Csaba Csapodi; Hanna Palmér; Katalin Gosztonyi; Eszter Kónya. Budapest: Alfréd Rényi Institute of Mathematics, 2023. p. 4469-4476.

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution to proceeding › peer-review

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AU - Larsen, Dorte Moeskær

AU - Østergaard, Camilla Hellsten

N1 - Conference code: 13

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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 thatstudents 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 thatstudents 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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A2 - Kónya, Eszter

PB - Alfréd Rényi Institute of Mathematics

CY - Budapest

Y2 - 10 July 2023 through 14 July 2023

ER -

Two inquiry approaches to STEM: the role of mathematics

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