TY - JOUR T1 - Developing mathematics teachers’ 21st century competence for teaching in STEM contexts A1 - Beswick, Kim A1 - Fraser, Sharon Y1 - 2019/11// KW - 21st Century competence KW - 21st Century learning KW - Mathematics teacher expertise KW - STEM education KW - STEMCrAfT framework PB - Springer Verlag JF - ZDM - Mathematics Education VL - 51 IS - 6 SP - 955 EP - 965 DO - 10.1007/s11858-019-01084-2 L1 - file:///C:/Users/User/AppData/Local/Mendeley Ltd./Mendeley Desktop/Downloaded/Beswick, Fraser - 2019 - Developing mathematics teachers’ 21st century competence for teaching in STEM contexts.pdf N2 - Teachers are increasingly being called upon to teach in ways that develop 21st century learning skills in their students. Various frameworks for 21st century learning have been proposed and while they differ, all agree on four components for development—creativity, collaboration, communication and critical thinking. Both individually and together, STEM subject areas contribute to the development and enactment of these skills through inquiry-based approaches to learning. Although integrated approaches to teaching the STEM disciplines afford enhanced opportunities to develop these skills, they rely on teachers having expertise in at least one and ideally more than one of the relevant underpinning disciplines. At a time when many countries are experiencing shortages of adequately qualified teachers of mathematics and some science disciplines, this presents an especially difficult challenge. Similarly, if teachers are to facilitate their students’ 21st century competence they need to have this competence themselves—a fact that appears to have been largely ignored to date. In this paper we present a framework that enables novice teachers (novice to teaching in general, teaching a STEM discipline, or teaching integrated STEM) to think in detail about what they need to know, find out, or think about as they plan for teaching, enact teaching, and reflect on teaching. As well as explicating the complexity of the knowledge of teachers of individual and integrated STEM disciplines, the framework highlights the importance of teachers’ own 21st century skills. Finally, we suggest ways in which teachers might use or adapt the framework to assist their students to develop their own 21st century competence. ER - TY - CHAP T1 - The Design of a Successful Teacher Training to Promote Interdisciplinary STEM Modelling Projects A1 - Lantau, Jean Marie A1 - Bracke, Martin A1 - Bock, Wolfgang A1 - Capraro, Patrick Y1 - 2020/01// KW - STEM modelling projects KW - Segway KW - Teacher training PB - Springer Science and Business Media B.V. JF - International Perspectives on the Teaching and Learning of Mathematical Modelling SP - 455 EP - 465 DO - 10.1007/978-3-030-37673-4_39 N2 - This chapter describes the first year of a PhD project considering the question of how a teacher training focusing on the implementation of interdisciplinary STEM modelling projects based on the context of a Segway can be designed successfully. It is quite ambitious to answer this question, since some deeper knowledge about physical, technical and mathematical concepts is needed. Nevertheless, based on 2-day teacher trainings, four interdisciplinary STEM modelling projects were implemented, in which grade 12 students have gained insight into the control of a Segway. After a short explanation of the mathematical background, we describe the design of the teacher training as well as the resulting modelling projects. The aim of this research is to identify successful factors of the teacher training which will be analysed in a forthcoming period of the project. © 2020, Springer Nature Switzerland AG. ER - TY - JOUR T1 - Advancing Elementary and Middle School STEM Education A1 - English, L.D. Y1 - 2017/// JF - International Journal of Science and Mathematics Education VL - 15 SP - 5 EP - 24 DO - 10.1007/s10763-017-9802-x N2 - Navigating the current STEM agendas and debates is complex and challenging. Perspectives on the nature of STEM education and how it should be implemented without losing discipline integrity, approaches to incorporating the arts (STEAM) and how equity in access to STEM education can be increased are just a few of the many issues faced by researchers and educators. There are no straightforward answers. Opinions on how STEM education should be advanced vary across school contexts, curricula and political arenas. This position paper addresses five core issues: (a) perspectives on STEM education, (b) approaches to STEM integration, (c) STEM discipline representation, (d) equity in access to STEM education and (e) extending STEM to STEAM. A number of pedagogical affordances inherent in integrated STEM activities are examined, with the integration of modelling and engineering design presented as an example of how such learning affordances can be capitalized on. ER - TY - JOUR T1 - Combined life cycle assessment and artificial intelligence for prediction of output energy and environmental impacts of sugarcane production A1 - Kaab, A. A1 - Sharifi, M. A1 - Mobli, H. A1 - Nabavi-Pelesaraei, A. A1 - Chau, K.-W. Y1 - 2019/// JF - Science of the Total Environment VL - 664 SP - 1005 EP - 1019 DO - 10.1016/j.scitotenv.2019.02.004 N2 - This study aims to employ two artificial intelligence (AI) methods, namely, artificial neural networks (ANNs) and adaptive neuro fuzzy inference system (ANFIS) model, for predicting life cycle environmental impacts and output energy of sugarcane production in planted or ratoon farms. The study is performed in Imam Khomeini Sugarcane Agro-Industrial Company (IKSAIC) in Khuzestan province of Iran. Based on the cradle to grave approach, life cycle assessment (LCA) is employed to evaluate environmental impacts and study environmental impact categories of sugarcane production. Results of this study show that the consumed and output energies of sugarcane production are in average 172,856.14 MJ ha −1 , 120,000 MJ ha −1 in planted farms and 122,801.15 MJ ha −1 , 98,850 MJ ha −1 in ratoon farms, respectively. Results show that, in sugarcane production, electricity, machinery, biocides and sugarcane stem cuttings have the largest impact on the indices in planted farms. However, in ratoon farms, electricity, machinery, biocides and nitrogen fertilizers have the largest share in increasing the indices. ANN model with 9-10-5-11 and 7-9-6-11 structures are the best topologies for predicting environmental impacts and output energy of sugarcane production in planted and ratoon farms, respectively. Results from ANN models indicated that the coefficient of determination (R 2 ) varies from 0.923 to 0.986 in planted farms and 0.942 to 0.982 in ratoon farms in training stage for environmental impacts and outpt energy. Results from ANFIS model, which is developed based on a hybrid learning algorithm, showed that, for prediction of environmental impacts, R 2 varies from 0.912 to 0.978 and 0.986 to 0.999 in plant and ratoon farms, respectively, and for prediction of output energy, R 2 varies from 0.944 and 0.996 in planted and ratoon farms. Results indicate that ANFIS model is a useful tool for prediction of environmental impacts and output energy of sugarcane production in planted and ratoon farms. ER - TY - JOUR T1 - Enhancing diversity in undergraduate science: self-efficacy drives performance gains with active learning A1 - Ballen, C.J. A1 - Wieman, C. A1 - Salehi, S. A1 - Searle, J.B. A1 - Zamudio, K.R. Y1 - 2017/// JF - CBE Life Sciences Education VL - 16 IS - 4 DO - 10.1187/cbe.16-12-0344 N2 - Efforts to retain underrepresented minority (URM) students in science, technology, engineering, and mathematics (STEM) have shown only limited success in higher education, due in part to a persistent achievement gap between students from historically underrepresented and well-represented backgrounds. To test the hypothesis that active learning disproportionately benefits URM students, we quantified the effects of traditional versus active learning on student academic performance, science self-efficacy, and sense of social belonging in a large (more than 250 students) introductory STEM course. A transition to active learning closed the gap in learning gains between non-URM and URM students and led to an increase in science self-efficacy for all students. Sense of social belonging also increased significantly with active learning, but only for non-URM students. Through structural equation modeling, we demonstrate that, for URM students, the increase in self-efficacy mediated the positive effect of active-learning pedagogy on two metrics of student performance. Our results add to a growing body of research that supports varied and inclusive teaching as one pathway to a diversified STEM workforce. ER - TY - JOUR T1 - Spatial ability and STEM: A sleeping giant for talent identification and development A1 - Lubinski, D. Y1 - 2010/// JF - Personality and Individual Differences VL - 49 IS - 4 SP - 344 EP - 351 DO - 10.1016/j.paid.2010.03.022 N2 - Spatial ability is a powerful systematic source of individual differences that has been neglected in complex learning and work settings; it has also been neglected in modeling the development of expertise and creative accomplishments. Nevertheless, over 50. years of longitudinal research documents the important role that spatial ability plays in educational and occupational settings wherein sophisticated reasoning with figures, patterns, and shapes is essential. Given the contemporary push for developing STEM (science, technology, engineering, and mathematics) talent in the information age, an opportunity is available to highlight the psychological significance of spatial ability. Doing so is likely to inform research on aptitude-by-treatment interactions and Underwood's (1975) idea to utilize individual differences as a crucible for theory construction. Incorporating spatial ability in talent identification procedures for advanced learning opportunities uncovers an under-utilized pool of talent for meeting the complex needs of an ever-growing technological world; furthermore, selecting students for advanced learning opportunities in STEM without considering spatial ability might be iatrogenic. © 2010 Elsevier Ltd. ER - TY - JOUR T1 - A Model of Factors Contributing to STEM Learning and Career Orientation A1 - Nugent, G. A1 - Barker, B. A1 - Welch, G. A1 - Grandgenett, N. A1 - Wu, C. A1 - Nelson, C. Y1 - 2015/// JF - International Journal of Science Education VL - 37 IS - 7 SP - 1067 EP - 1088 DO - 10.1080/09500693.2015.1017863 N2 - The purpose of this research was to develop and test a model of factors contributing to science, technology, engineering, and mathematics (STEM) learning and career orientation, examining the complex paths and relationships among social, motivational, and instructional factors underlying these outcomes for middle school youth. Social cognitive career theory provided the foundation for the research because of its emphasis on explaining mechanisms which influence both career orientations and academic performance. Key constructs investigated were youth STEM interest, self-efficacy, and career outcome expectancy (consequences of particular actions). The study also investigated the effects of prior knowledge, use of problem-solving learning strategies, and the support and influence of informal educators, family members, and peers. A structural equation model was developed, and structural equation modeling procedures were used to test proposed relationships between these constructs. Results showed that educators, peers, and family-influenced youth STEM interest, which in turn predicted their STEM self-efficacy and career outcome expectancy. STEM career orientation was fostered by youth-expected outcomes for such careers. Results suggest that students’ pathways to STEM careers and learning can be largely explained by these constructs, and underscore the importance of youth STEM interest. ER - TY - JOUR T1 - Individual tree biomass estimation using terrestrial laser scanning A1 - Kankare, V. A1 - Holopainen, M. A1 - Vastaranta, M. A1 - Puttonen, E. A1 - Yu, X. A1 - Hyyppä, J. A1 - Vaaja, M. A1 - Hyyppä, H. A1 - Alho, P. Y1 - 2013/// JF - ISPRS Journal of Photogrammetry and Remote Sensing VL - 75 SP - 64 EP - 75 DO - 10.1016/j.isprsjprs.2012.10.003 N2 - Determination of stem and crown biomass requires accurate measurements of individual tree stem, bark, branch and needles. These measurements are time-consuming especially for mature trees. Accurate field measurements can be done only in a destructive manner. Terrestrial laser scanning (TLS) measurements are a viable option for measuring the reference information needed. TLS measurements provide dense point clouds in which features describing biomass can be extracted for stem form and canopy dimensions. Existing biomass models do not utilise canopy size information and therefore TLS-based estimation methods should improve the accuracy of biomass estimation. The main objective of this study was to estimate single-tree-level aboveground biomass (AGB), based on models developed using TLS data. The modelling dataset included 64 laboratory-measured trees. Models were developed for total AGB, tree stem-, living branch- and dead branch biomass. Modelling results were also compared with existing individual tree-level biomass models and showed that AGB estimation accuracies were improved, compared with those of existing models. However, current biomass models based on diameter-at-breast height (DBH), tree height and species worked rather well for stem- and total biomass. TLS-based models improved estimation accuracies, especially estimation of branch biomass. We suggest the use of stem curve and crown size geometric measurements from TLS data as a basis for allometric biomass models rather than statistical three-dimensional point metrics, since TLS statistical metrics are dependent on various scanning parameters and tree neighbourhood characteristics. © 2012 International Society for Photogrammetry and Remote Sensing, Inc. (ISPRS). ER - TY - JOUR T1 - Sustaining optimal motivation: A longitudinal analysis of interventions to broaden participation of underrepresented students in STEM A1 - Hernandez, P.R. A1 - Schultz, P.W. A1 - Estrada, M. A1 - Woodcock, A. A1 - Chance, R.C. Y1 - 2013/// JF - Journal of Educational Psychology VL - 105 IS - 1 SP - 89 EP - 107 DO - 10.1037/a0029691 N2 - The underrepresentation of racial minorities and women in science, technology, engineering, and mathematics (STEM) disciplines is a national concern. Goal theory provides a useful framework from which to understand issues of underrepresentation. We followed a large sample of high-achieving African American and Latino undergraduates in STEM disciplines attending 38 institutions of higher education in the United States over 3 academic years. We report on the science-related environmental factors and person factors that influence the longitudinal regulation of goal orientations. Further, we examine how goal orientations in turn influence distal academic outcomes such as performance and persistence in STEM. Using SEM-based parallel process latent growth curve modeling, we found that (a) engagement in undergraduate research was the only factor that buffered underrepresented students against an increase in performance-avoidance goals over time; (b) growth in scientific self-identity exhibited a strong positive effect on growth in task and performance-approach goals over time; (c) only task goals positively influenced students' cumulative grade point average, over and above baseline grade point average; and (d) performance-avoidance goals predicted student attrition from the STEM pipeline. We discuss the implications of these findings for underrepresented students in STEM disciplines. © 2012 American Psychological Association. ER - TY - JOUR T1 - A comparison of model reduction techniques from structural dynamics, numerical mathematics and systems and control A1 - Besselink, B. A1 - Tabak, U. A1 - Lutowska, A. A1 - Van De Wouw, N. A1 - Nijmeijer, H. A1 - Rixen, D.J. A1 - Hochstenbach, M.E. A1 - Schilders, W.H.A. Y1 - 2013/// JF - Journal of Sound and Vibration VL - 332 IS - 19 SP - 4403 EP - 4422 DO - 10.1016/j.jsv.2013.03.025 N2 - In this paper, popular model reduction techniques from the fields of structural dynamics, numerical mathematics and systems and control are reviewed and compared. The motivation for such a comparison stems from the fact that the model reduction techniques in these fields have been developed fairly independently. In addition, the insight obtained by the comparison allows for making a motivated choice for a particular model reduction technique, on the basis of the desired objectives and properties of the model reduction problem. In particular, a detailed review is given on mode displacement techniques, moment matching methods and balanced truncation, whereas important extensions are outlined briefly. In addition, a qualitative comparison of these methods is presented, hereby focusing both on theoretical and computational aspects. Finally, the differences are illustrated on a quantitative level by means of application of the model reduction techniques to a common example. © 2013 Elsevier Ltd. All rights reserved. ER - TY - JOUR T1 - A longitudinal study of how quality mentorship and research experience integrate underrepresented minorities into STEM careers A1 - Estrada, M. A1 - Hernandez, P.R. A1 - Schultz, P.W. Y1 - 2018/// JF - CBE Life Sciences Education VL - 17 IS - 1 DO - 10.1187/cbe.17-04-0066 N2 - African Americans, Latinos, and Native Americans are historically underrepresented minorities (URMs) among science, technology, engineering, and mathematics (STEM) degree earners. Viewed from a perspective of social influence, this pattern suggests that URMs do not integrate into the STEM academic community at the same rate as non-URM students. Estrada and colleagues recently showed that Kelman’s tripartite integration model of social influence (TIMSI) predicted URM persistence into science fields. In this paper, we longitudinally examine the integration of URMs into the STEM community by using growth-curve analyses to measure the development of TIMIS’s key variables (science efficacy, identity, and values) from junior year through the postbaccalaureate year. Results showed that quality mentorship and research experience occurring in the junior and senior years were positively related to student science efficacy, identity, and values at that same time period. Longitudinal modeling of TIMSI further shows that, while efficacy is important, and perhaps a necessary predictor of moving toward a STEM career, past experiences of efficacy may not be sufficient for maintaining longer-term persistence. In contrast, science identity and values do continue to be predictive of STEM career pathway persistence up to 4 years after graduation. ER - TY - CONF T1 - GP-BayesFilters: Bayesian filtering using Gaussian process prediction and observation models A1 - Ko, J. A1 - Fox, D. Y1 - 2008/// JF - 2008 IEEE/RSJ International Conference on Intelligent Robots and Systems, IROS SP - 3471 EP - 3476 SN - 9781424420582 DO - 10.1109/IROS.2008.4651188 N2 - Bayesian filtering is a general framework for recursively estimating the state of a dynamical system. The most common instantiations of Bayes filters are Kalman filters (extended and unscented) and particle filters. Key components of each Bayes filter are probabilistic prediction and observation models. Recently, Gaussian processes have been introduced as a non-parametric technique for learning such models from training data. In the context of unscented Kalman filters, these models have been shown to provide estimates that can be superior to those achieved with standard, parametric models. In this paper we show how Gaussian process models can be integrated into other Bayes filters, namely particle filters and extended Kalman filters. We provide a complexity analysis of these filters and evaluate the alternative techniques using data collected with an autonomous micro-blimp. ©2008 IEEE. ER - TY - JOUR T1 - How science, technology, engineering, and mathematics (STEM) project-based learning (PBL) affects high, middle, and low achievers differently: The impact of student factors on achievement A1 - Han, S. A1 - Capraro, R. A1 - Capraro, M.M. Y1 - 2015/// JF - International Journal of Science and Mathematics Education VL - 13 IS - 5 SP - 1089 EP - 1113 DO - 10.1007/s10763-014-9526-0 N2 - The purpose of this study was to investigate whether participating in science, technology, engineering, and mathematics (STEM) project-based learning (PBL) activities effected students who had varied performance levels and to what extent students’ individual factors influenced their mathematics achievement. STEM PBL has been a critical challenge to be embedded in schools, thus the effect of STEM PBL should to be examined. Teachers in 3 high schools attended sustained professional developments provided by 1 STEM center based in a Southwestern university and were required to implement STEM PBLs once in every 6 weeks for 3 years (2008 through 2010). The participants were 836 high school students in these 3 schools who took the Texas Assessment of Knowledge and Skills (TAKS) test and had scores at least in the initial year. Hierarchical linear modeling was used to analyze the data using student’s mathematics TAKS scores and demographic information for the longitudinal study. STEM PBL instruction influenced student achievement in mathematics by both student demographic backgrounds and performance levels. Low performing students showed statistically significantly higher growth rates on mathematics scores than high and middle performing students over the 3 years. In addition, student’s ethnicity and economic status were good predictors of academic achievement. Results of the present study implied that STEM PBLs in schools benefitted low performing students to a greater extent and decreased the achievement gap. ER - TY - JOUR T1 - Transport of reacting solutes in porous media: Relation between mathematical nature of problem formulation and chemical nature of reactions A1 - Rubin, J. Y1 - 1983/// JF - Water Resources Research VL - 19 IS - 5 SP - 1231 EP - 1252 DO - 10.1029/WR019i005p01231 N2 - Examples involving six broad reaction classes show that the nature of transport‐affecting chemistry may have a profound effect on the mathematical character of solute transport problem formulation. Substantive mathematical diversity among such formulations is brought about principally by reaction properties that determine whether (1) the reaction can be regarded as being controlled by local chemical equilibria or whether it must be considered as being controlled by kinetics, (2) the reaction is homogeneous or heterogeneous, (3) the reaction is a surface reaction (adsorption, ion exchange) or one of the reactions of classical chemistry (e.g., precipitation, dissolution, oxidation, reduction, complex formation). These properties, as well as the choice of means to describe them, stipulate, for instance, (1) the type of chemical entities for which a formulation's basic, mass‐balance equations should be written; (2) the nature of mathematical transformations needed to change the problem's basic equations into operational ones. These and other influences determine such mathematical features of problem formulations as the nature of the operational transport‐equation system (e.g., whether it involves algebraic, partial‐differential, or integro‐partial‐differential simultaneous equations), the type of nonlinearities of such a system, and the character of the boundaries (e.g., whether they are stationary or moving). Exploration of the reasons for the dependence of transport mathematics on transport chemistry suggests that many results of this dependence stem from the basic properties of the reactions' chemical‐relation (i.e., equilibrium or rate) equations. This paper is not subject to U.S. copyright. Published in 1983 by the American Geophysical Union. ER - TY - JOUR T1 - Making a Difference in Science Education: The Impact of Undergraduate Research Programs A1 - Eagan, M.K. A1 - Hurtado, S. A1 - Chang, M.J. A1 - Garcia, G.A. A1 - Herrera, F.A. A1 - Garibay, J.C. Y1 - 2013/// JF - American Educational Research Journal VL - 50 IS - 4 SP - 683 EP - 713 DO - 10.3102/0002831213482038 N2 - To increase the numbers of underrepresented racial minority students in science, technology, engineering, and mathematics (STEM), federal and private agencies have allocated significant funding to undergraduate research programs, which have been shown to increase students' intentions of enrolling in graduate or professional school. Analyzing a longitudinal sample of 4,152 aspiring STEM majors who completed the 2004 Freshman Survey and 2008 College Senior Survey, this study utilizes multinomial hierarchical generalized linear modeling and propensity score matching techniques to examine how participation in undergraduate research affects STEM students' intentions to enroll in STEM and non-STEM graduate and professional programs. Findings indicate that participation in an undergraduate research program significantly improved students' probability of indicating plans to enroll in a STEM graduate program. © 2013 AERA. ER - TY - JOUR T1 - Integrating computational thinking with K-12 science education using agent-based computation: A theoretical framework A1 - Sengupta, P. A1 - Kinnebrew, J.S. A1 - Basu, S. A1 - Biswas, G. A1 - Clark, D. Y1 - 2013/// JF - Education and Information Technologies VL - 18 IS - 2 SP - 351 EP - 380 DO - 10.1007/s10639-012-9240-x N2 - Computational thinking (CT) draws on concepts and practices that are fundamental to computing and computer science. It includes epistemic and representational practices, such as problem representation, abstraction, decomposition, simulation, verification, and prediction. However, these practices are also central to the development of expertise in scientific and mathematical disciplines. Recently, arguments have been made in favour of integrating CT and programming into the K-12 STEM curricula. In this paper, we first present a theoretical investigation of key issues that need to be considered for integrating CT into K-12 science topics by identifying the synergies between CT and scientific expertise using a particular genre of computation: agent-based computation. We then present a critical review of the literature in educational computing, and propose a set of guidelines for designing learning environments on science topics that can jointly foster the development of computational thinking with scientific expertise. This is followed by the description of a learning environment that supports CT through modeling and simulation to help middle school students learn physics and biology. We demonstrate the effectiveness of our system by discussing the results of a small study conducted in a middle school science classroom. Finally, we discuss the implications of our work for future research on developing CT-based science learning environments. © 2012 Springer Science+Business Media New York. ER - TY - JOUR T1 - Pipelines and pathways: Women of color in undergraduate stem majors and the college experiences that contribute to persistence A1 - Espinosa, L.L. Y1 - 2011/// JF - Harvard Educational Review VL - 81 IS - 2 SP - 209 EP - 240 DO - 10.17763/haer.81.2.92315ww157656k3u N2 - Supporting undergraduate achievement in science, technology, engineering, and mathematics (STEM) disciplines is paramount to ensuring our nation's continued scientific and technological advancement. In this quantitative study, Lorelle Espinosa examines the effect of precollege characteristics, college experiences, and institutional setting on the persistence of undergraduate women of color in STEM majors and also investigates how this pathway might differ for women of color in comparison to their White peers. She utilized hierarchical generalized linear modeling (HGLM) to examine the experiences of 1, 250 womenof color and 891 White women attending 135 institutions nationwide. Results revealed the paramount role of women's college experiences. Women of color who persisted in STEM frequently engaged with peers to discuss course content, joined STEM-related student organizations, participated in undergraduate research programs, had altruistic ambitions, attendedprivate colleges, and attended institutions with a robust community of STEM students. Negative predictors of persistence include attending a highly selective institution. © by the President and Fellows of Harvard College. ER - TY - JOUR T1 - Neuronal excitability modulation over the sleep cycle: A structural and mathematical model A1 - Mccarley, R.W. A1 - Hobson, J.A. Y1 - 1975/// JF - Science VL - 189 IS - 4196 SP - 58 EP - 60 DO - 10.1126/science.1135627 N2 - A model for control of the desynchronized phase of the sleep cycle postulates reciprocal interaction between cells in the pontine gigantocellular tegmental field (FTG cells) and cells in the nucleus locus coeruleus and nucleus subcoeruleus (LC cells). This physiological model leads to equations of the Lotka-Volterra type; the time course of activity predicted by the model is in good agreement with actual long-term recordings of FTG cells and single-cycle data for LC cells. ER - TY - JOUR T1 - Why Students Choose STEM Majors: Motivation, High School Learning, and Postsecondary Context of Support A1 - Wang, X. Y1 - 2013/// JF - American Educational Research Journal VL - 50 IS - 5 SP - 1081 EP - 1121 DO - 10.3102/0002831213488622 N2 - This study draws upon social cognitive career theory and higher education literature to test a conceptual framework for understanding the entrance into science, technology, engineering, and mathematics (STEM) majors by recent high school graduates attending 4-year institutions. Results suggest that choosing a STEM major is directly influenced by intent to major in STEM, high school math achievement, and initial postsecondary experiences, such as academic interaction and financial aid receipt. Exerting the largest impact on STEM entrance, intent to major in STEM is directly affected by 12th-grade math achievement, exposure to math and science courses, and math self-efficacy beliefs-all three subject to the influence of early achievement in and attitudes toward math. Multiple-group structural equation modeling analyses indicated heterogeneous effects of math achievement and exposure to math and science across racial groups, with their positive impact on STEM intent accruing most to White students and least to underrepresented minority students. © 2013 AERA. ER - TY - JOUR T1 - Dynamics of HIV infection of CD4+ T cells A1 - Perelson, A.S. A1 - Kirschner, D.E. A1 - De Boer, R. Y1 - 1993/// JF - Mathematical Biosciences VL - 114 IS - 1 SP - 81 EP - 125 DO - 10.1016/0025-5564(93)90043-A N2 - We examine a model for the interaction of HIV with CD4+ T cells that considers four populations: uninfected T cells, latently infected T cells, actively infected T cells, and free virus. Using this model we show that many of the puzzling quantitative features of HIV infection can be explained simply. We also consider effects of AZT on viral growth and T-cell population dynamics. The model exhibits two steady states, an uninfected state in which no virus is present and an endemically infected state, in which virus and infected T cells are present. We show that if N, the number of infectious virions produced per actively infected T cell, is less a critical value, Ncrit, then the uninfected state is the only steady state in the nonnegative orthant, and this state is stable. For N > Ncrit, the uninfected state is unstable, and the endemically infected state can be either stable, or unstable and surrounded by a stable limit cycle. Using numerical bifurcation techniques we map out the parameter regimes of these various behaviors. Oscillatory behavior seems to lie outside the region of biologically realistic parameter values. When the endemically infected state is stable, it is characterized by a reduced number of T cells compared with the uninfected state. Thus T-cell depletion occurs through the establishment of a new steady state. The dynamics of the establishment of this new steady state are examined both numerically and via the quasi-steady-state approximation. We develop approximations for the dynamics at early times in which the free virus rapidly binds to T cells, during an intermediate time scale in which the virus grows exponentially, and a third time scale on which viral growth slows and the endemically infected steady state is approached. Using the quasi-steady-state approximation the model can be simplified to two ordinary differential equations the summarize much of the dynamical behavior. We compute the level of T cells in the endemically infected state and show how that level varies with the parameters in the model. The model predicts that different viral strains, characterized by generating differing numbers of infective virions within infected T cells, can cause different amounts of T-cell depletion and generate depletion at different rates. Two versions of the model are studied. In one the source of T cells from precursors is constant, whereas in the other the source of T cells decreases with viral load, mimicking the infection and killing of T-cell precursors. The latter gives more realistic predictions than the model with a constant source. © 1993. ER - TY - JOUR T1 - Defining Computational Thinking for Mathematics and Science Classrooms A1 - Weintrop, D. A1 - Beheshti, E. A1 - Horn, M. A1 - Orton, K. A1 - Jona, K. A1 - Trouille, L. A1 - Wilensky, U. Y1 - 2016/// JF - Journal of Science Education and Technology VL - 25 IS - 1 SP - 127 EP - 147 DO - 10.1007/s10956-015-9581-5 N2 - Science and mathematics are becoming computational endeavors. This fact is reflected in the recently released Next Generation Science Standards and the decision to include “computational thinking” as a core scientific practice. With this addition, and the increased presence of computation in mathematics and scientific contexts, a new urgency has come to the challenge of defining computational thinking and providing a theoretical grounding for what form it should take in school science and mathematics classrooms. This paper presents a response to this challenge by proposing a definition of computational thinking for mathematics and science in the form of a taxonomy consisting of four main categories: data practices, modeling and simulation practices, computational problem solving practices, and systems thinking practices. In formulating this taxonomy, we draw on the existing computational thinking literature, interviews with mathematicians and scientists, and exemplary computational thinking instructional materials. This work was undertaken as part of a larger effort to infuse computational thinking into high school science and mathematics curricular materials. In this paper, we argue for the approach of embedding computational thinking in mathematics and science contexts, present the taxonomy, and discuss how we envision the taxonomy being used to bring current educational efforts in line with the increasingly computational nature of modern science and mathematics. ER - TY - JOUR T1 - From swimming to walking with a salamander robot driven by a spinal cord model A1 - Ijspeert, A.J. A1 - Crespi, A. A1 - Ryczko, D. A1 - Cabelguen, J.-M. Y1 - 2007/// JF - Science VL - 315 IS - 5817 SP - 1416 EP - 1420 DO - 10.1126/science.1138353 N2 - The transition from aquatic to terrestrial locomotion was a key development in vertebrate evolution. We present a spinal cord model and its implementation in an amphibious salamander robot that demonstrates how a primitive neural circuit for swimming can be extended by phylogenetically more recent limb oscillatory centers to explain the ability of salamanders to switch between swimming and walking. The model suggests neural mechanisms for modulation of velocity, direction, and type of gait that are relevant for all tetrapods. It predicts that limb oscillatory centers have lower intrinsic frequencies than body oscillatory centers, and we present biological data supporting this. ER - TY - JOUR T1 - How to conduct a bibliometric analysis: An overview and guidelines A1 - Donthu, N. A1 - Kumar, S. A1 - Mukherjee, D. A1 - Pandey, N. A1 - Lim, W.M. Y1 - 2021/// JF - Journal of Business Research VL - 133 SP - 285 EP - 296 DO - 10.1016/j.jbusres.2021.04.070 N2 - Bibliometric analysis is a popular and rigorous method for exploring and analyzing large volumes of scientific data. It enables us to unpack the evolutionary nuances of a specific field, while shedding light on the emerging areas in that field. Yet, its application in business research is relatively new, and in many instances, underdeveloped. Accordingly, we endeavor to present an overview of the bibliometric methodology, with a particular focus on its different techniques, while offering step-by-step guidelines that can be relied upon to rigorously perform bibliometric analysis with confidence. To this end, we also shed light on when and how bibliometric analysis should be used vis-à-vis other similar techniques such as meta-analysis and systematic literature reviews. As a whole, this paper should be a useful resource for gaining insights on the available techniques and procedures for carrying out studies using bibliometric analysis. ER - TY - JOUR T1 - Authentic STEM education through modelling: an international Delphi study A1 - Hallstrom, Jonas A1 - Norstrom, Per A1 - Schonborn, Konrad J. Y1 - 2023/12// KW - Authentic STEM education KW - Delphi method KW - Models and modelling PB - Springer Science and Business Media Deutschland GmbH JF - International Journal of STEM Education VL - 10 IS - 1 DO - 10.1186/s40594-023-00453-4 L1 - file:///C:/Users/User/AppData/Local/Mendeley Ltd./Mendeley Desktop/Downloaded/Hallström, Norström, Schönborn - 2023 - Authentic STEM education through modelling an international Delphi study.pdf N2 - Background: The literature asserts that science, technology, engineering, and mathematics (STEM) education needs to be authentic. Although models and modelling provide a basis from which to increase authenticity by bridging the STEM disciplines, the idea of authentic STEM education remains challenging to define. In response, the aim of this study is to identify consensus on significant elements of authentic STEM education through models and modelling. Views were gathered anonymously over three rounds of questions with an expert panel. Responses were subjected to a multimethod analysis that pursued identification, consensus, and stability in the panel’s revealed propositions and themes around authentic STEM education through modelling. Results: The panel reached high consensus concerning the potential of STEM education to support learning across traditional subject borders through authentic problem solving. The panel also consented that modelling is indispensable for achieving real-world relevance in STEM education, and that model-based integrated STEM education approaches provide opportunities for authentic problem solving. Furthermore, results showed that integrating individual STEM subjects during teaching, in terms of including disciplinary knowledge and skills, requires specialised competence. Here, technology and engineering subjects tended to implicitly underpin communicated teaching activities aimed at STEM integration. Conclusions and implications: The panellists stress that STEM disciplines should be taught collaboratively at the same time as they are not in favour of STEM as a subject of its own but rather as a cooperation that maintains the integrity of each individual subject. Many respondents mentioned integrated STEM projects that included modelling and engineering design, although they were not specifically labelled as engineering projects. Thus, real-world STEM education scenarios are often viewed as being primarily technology and engineering based. The panel responses also implicate a need for multiple definitions of authenticity for different educational levels because a great deal of uncertainty surrounding authenticity seems to originate from the concept implying different meanings for different STEM audiences. These international Delphi findings can potentially inform integrated STEM classroom interventions, teacher education development, educational resource and curriculum design. ER - TY - JOUR T1 - Advancing Elementary and Middle School STEM Education A1 - English, Lyn D. Y1 - 2017/// JF - International Journal of Science and Mathematics Education VL - 15 DO - 10.1007/s10763-017-9802-x N2 - Navigating the current STEM agendas and debates is complex and challenging. Perspectives on the nature of STEM education and how it should be implemented without losing discipline integrity, approaches to incorporating the arts (STEAM) and how equity in access to STEM education can be increased are just a few of the many issues faced by researchers and educators. There are no straightforward answers. Opinions on how STEM education should be advanced vary across school contexts, curricula and political arenas. This position paper addresses five core issues: (a) perspectives on STEM education, (b) approaches to STEM integration, (c) STEM discipline representation, (d) equity in access to STEM education and (e) extending STEM to STEAM. A number of pedagogical affordances inherent in integrated STEM activities are examined, with the integration of modelling and engineering design presented as an example of how such learning affordances can be capitalized on. ER - TY - JOUR T1 - Creativity in students' modelling competencies: conceptualisation and measurement A1 - Lu, Xiaoli A1 - Kaiser, Gabriele Y1 - 2022/// KW - Chinese mathematics education KW - Creativity KW - Mathematical modelling competencies KW - Measurement JF - Educational Studies in Mathematics VL - 109 SP - 287 EP - 311 DO - 10.1007/s10649-021-10055-y UR - https://doi.org/10.1007/s10649-021-10055-y L1 - file:///C:/Users/User/AppData/Local/Mendeley Ltd./Mendeley Desktop/Downloaded/Lu, Kaiser - 2022 - Creativity in students' modelling competencies conceptualisation and measurement.pdf N2 - Modelling competencies are currently included in numerous curricula worldwide and are generally accepted as a complex, process-oriented construct. Therefore, effective measurement should include multiple dimensions, like the sub-competencies required throughout the modelling process. Departing from the characteristics of modelling problems as open and often underdetermined real-world problems, we propose to enrich the current conceptualisation of mathematical modelling competencies by including creativity , which plays an important role in numerous phases of the mathematical modelling process but has scarcely been considered in modelling discourse. In the study described in this paper, a new instrument for the evaluation of this enriched construct has been developed and implemented. The modelling competencies incorporating creativity of the students were evaluated based on the adequacy of the models and the modelling processes proposed, and the appropriateness and completeness of the approaches were evaluated in detail. Adapting measurement approaches for creativity that have been developed in the problem-solving discourse, certain criteria of creativity were selected to evaluate the creativity of the students' approaches in tackling modelling problems-namely, usefulness, fluency, and originality. The empirical study was conducted among 107 Chinese students at the upper secondary school level, who attended a modelling camp and independently solved three complex modelling problems. The results reveal significant correlations between fluency and originality in students' performances across all tasks; however, the relationships between usefulness and the other two creativity aspects were not consistent. Overall, the results of the study support the importance of the inclusion of creativity in the construct of modelling competencies. ER - TY - JOUR T1 - Software survey: VOSviewer, a computer program for bibliometric mapping A1 - Jan van Eck, Nees A1 - Waltman, Ludo Y1 - 2010/// KW - Bibliometric mapping KW - Journal co-citation analysis KW - Science mapping KW - VOS KW - VOSviewer KW - Visualization JF - Scientometrics VL - 84 SP - 523 EP - 538 DO - 10.1007/s11192-009-0146-3 UR - www.cs.sandia.gov/*smartin/software.html L1 - file:///C:/Users/User/AppData/Local/Mendeley Ltd./Mendeley Desktop/Downloaded/Jan van Eck, Waltman - 2010 - Software survey VOSviewer, a computer program for bibliometric mapping.pdf N2 - We present VOSviewer, a freely available computer program that we have developed for constructing and viewing bibliometric maps. Unlike most computer programs that are used for bibliometric mapping, VOSviewer pays special attention to the graphical representation of bibliometric maps. The functionality of VOSviewer is especially useful for displaying large bibliometric maps in an easy-to-interpret way. The paper consists of three parts. In the first part, an overview of VOSviewer's functionality for displaying bibliometric maps is provided. In the second part, the technical implementation of specific parts of the program is discussed. Finally, in the third part, VOSviewer's ability to handle large maps is demonstrated by using the program to construct and display a co-citation map of 5,000 major scientific journals. ER - TY - GEN T1 - The effectiveness of applying realistic mathematics education approach in teaching statistics in grade 7 to students' mathematical skills A1 - Uyen, Bui Phuong A1 - Tong, Duong Huu A1 - Loc, Nguyen Phu A1 - Thanh, Le Nguyen Phuoc Y1 - 2021/// KW - Grade 7 KW - Mathematical skills KW - Problem KW - Realistic mathematics education (RME) KW - Statistics KW - Teaching process PB - Asian Online Journal Publishing Group JF - Journal of Education and e-Learning Research VL - 8 IS - 2 SP - 185 EP - 197 DO - 10.20448/JOURNAL.509.2021.82.185.197 L1 - file:///C:/Users/User/AppData/Local/Mendeley Ltd./Mendeley Desktop/Downloaded/Uyen et al. - 2021 - The effectiveness of applying realistic mathematics education approach in teaching statistics in grade 7 to student.pdf N2 - The research was carried out to verify the effectiveness of applying Realistic Mathematics Education (RME) on the development of skills required by students in statistical content in grade 7. For achieving research objectives, the pedagogical experiment was conducted in the form of intrinsic legalization for forty-eight 7th-grade students at Tang Phu Nhan B Junior School, District 9, Ho Chi Minh City, Vietnam. Accordingly, data on pre-test results, study sheets, post-test, and student learning performance were collected and analyzed qualitatively. The results were assessed based on the criteria corresponding to the required skills for the statistical content, including the criteria for data collection, classification, and representation according to the given criteria for the skill, data collection, and organization capabilities; simple problem formation and problem-solving criteria arise from the existing statistical figures and charts for data analysis and processing skills. The primary mathematical statistics method was used to evaluate the achievement level of students for each criterion. Thereby, the experimental results showed that applying the RME approach in teaching statistical content positively impacted the development of some skills that students needed to achieve. Also, a number of guidelines were provided to guide the enhancement of RME activities. ER - TY - CHAP T1 - From Royaumont to Lyon: Applications and Modelling During the 1960s A1 - De Bock, Dirk A1 - Zwaneveld, Bert Y1 - 2020/01// KW - Hans Freudenthal KW - ICME-1 KW - Modern mathematics KW - New Math KW - Realistic Mathematics Education KW - Royaumont Seminar PB - Springer Science and Business Media B.V. JF - International Perspectives on the Teaching and Learning of Mathematical Modelling SP - 407 EP - 417 DO - 10.1007/978-3-030-37673-4_35 N2 - At the Royaumont Seminar (1959), the New Math reform was officially launched. In the decade between Royaumont and the first ICME congress in Lyon (1969), many mathematics educators were involved in actions to facilitate the implementation of the New Math reform. The New Math advocates were convinced that a deep knowledge and understanding of the structures of modern mathematics were prerequisites to arrive at substantial applications, but in actual classroom practices, the applied side of mathematics was often completely neglected. But already in Royaumont, there were alternative voices who pleaded for taking the role of applications seriously. We investigate the arguments for integrating applications in mathematics education, as well as the kind of (new) applications that were envisaged, at the Royaumont Seminar and in the decade thereafter. © 2020, Springer Nature Switzerland AG. ER - TY - BOOK T1 - Rising to the Challenge: Promoting Mathematical Modelling as Real-World Problem Solving A1 - Galbraith, P. A1 - Holton, D. A1 - Turner, R. Y1 - 2020/// JF - International Perspectives on the Teaching and Learning of Mathematical Modelling SP - 253 EP - 263 DO - 10.1007/978-3-030-37673-4_22 N2 - The International Mathematical Modelling Challenge (IM2C) adds a new incentive for applications of mathematics to problems beyond the classroom. Here we describe the design of a single package of support material for multiple audiences: on the one hand, for teachers intending to introduce modelling into curricula independent of Challenge involvement, on the other hand, for those wishing to enter teams in the Challenge. Some of the latter may also need modelling support provided for the former. It is necessary to identify and apply principles, some common to both and others directed to serving differing priorities within the two audiences. This involves addressing issues that continue to engage the international community, such as the purpose of modelling cycles, competencies, and the mentoring of student modellers. The chapter engages and illustrates such considerations. ER - TY - JOUR T1 - Models and modelling for authentic STEM education: reinforcing the argument A1 - Hallström, Jonas A1 - Schönborn, Konrad J. Y1 - 2019/// JF - International Journal of STEM Education VL - 6 IS - 1 DO - 10.1186/s40594-019-0178-z N2 - This commentary expands the notion that models and modelling can be used as a basis to foster an integrated and authentic STEM education and STEM literacy. The aim is to synthesize key publications that document relationships between authenticity, models and modelling, and STEM education. The implications of the synthesis are as follows: authenticity must be viewed as a cornerstone of STEM literacy; models and modelling processes can bridge the gap between STEM disciplines through authentic practices; models and modelling should be used as a means to promote STEM literacy and the transfer of knowledge and skills between contexts, both in and out of the STEM disciplines; modelling activities can serve as a meaningful route toward authentic STEM education; teaching authentic modelling processes must be rooted in explicit and tested frameworks that are based on the practice of the STEM disciplines; and, authentic STEM education should be driven by developing interaction between STEM subjects in parallel with maintaining the integrity of each subject. If this vision is to be reinforced, it is of utmost importance that implementing any model-based authentic educational activities are underpinned by evidence-based frameworks and recommendations for teaching practice. It is therefore imperative that intended model-based pedagogies for STEM education classrooms are further researched, in order to contribute to an integrated STEM literacy. ER - TY - JOUR T1 - Library science: Forgotten founder of bibliometrics A1 - Rousseau, R. Y1 - 2014/// JF - Nature VL - 510 IS - 7504 SP - 218 EP - 218 DO - 10.1038/510218e ER - TY - JOUR T1 - Secondary mathematics teachers learning to do and teach mathematical modeling: a trajectory A1 - Zbiek, Rose Mary A1 - Peters, Susan A. A1 - Galluzzo, Benjamin A1 - White, Stephanie J. Y1 - 2022/// KW - Mathematical modeling KW - Professional learning KW - Retrospective methods KW - Transformative learning theory PB - Springer Science and Business Media B.V. JF - Journal of Mathematics Teacher Education DO - 10.1007/s10857-022-09550-7 L1 - file:///C:/Users/User/AppData/Local/Mendeley Ltd./Mendeley Desktop/Downloaded/Zbiek et al. - 2022 - Secondary mathematics teachers learning to do and teach mathematical modeling a trajectory.pdf N2 - This study explores secondary mathematics teachers’ perceptions of the experiences that contributed to their capacities to understand mathematical modeling and to facilitate students’ modeling experiences. The retrospective research methods and transformative learning theory frame used in the study honor teachers as adult learners and value their perspectives while providing a way to study the complexity of learning to model and to teach modeling. Data analysis identified triggers and knowledge dilemmas that challenged and prompted teacher learning as well as opportunities to resolve dilemmas through rational discourse and critical reflection. Patterns in teacher-identified meaningful learning experiences reveal a trajectory with strands that address aspects of doing and teaching mathematical modeling: mathematics, social aspects of learning, real-world contexts, student thinking, and curriculum. Results of this study provide a holistic view of learning to do and teach mathematical modeling, complementing studies of designed professional learning interventions that out of necessity target specific parts of the modeling process. The results both support and challenge common teacher education content and practices. The study illustrates the usefulness of retrospective methods to understand teachers as lifelong learners. ER - TY - JOUR T1 - The role of STEM Education in improving the quality of education: a bibliometric study A1 - Jamali, S.M. A1 - Ale Ebrahim, N. A1 - Jamali, F. Y1 - 2023/// JF - International Journal of Technology and Design Education VL - 33 IS - 3 SP - 819 EP - 840 DO - 10.1007/s10798-022-09762-1 N2 - The United Nations (UN) has launched several initiatives to promote the role of education in Sustainable Development Goals (SDGs) and set Goal 4 for quality education among other SDGs. The integrated Science, Technology, Engineering, and Mathematics (STEM) approach is a promising educational framework for sustainable development that improves education quality. In this study, a bibliometric analysis was conducted to evaluate the scientific results of the role of integrated STEM education specifically in improving the quality of education (SDG 4). A hundred and fifty publications, with an increasing trend in the number of documents each year, out of the total number of 74,879 documents related to “education quality” and 5,430 documents related to “STEM education” were chosen from the SCOPUS database. The study analyzes the growth and development of research activities in the area of “STEM education” and “Quality education” as reflected in the publications output in the time span of 27 years from 1993 to 2020. The publication and citation trends, the most frequently used keywords, the most influential authors and journals, and the research hotspots were investigated using VoSviewer and Bibliometrix software. Accordingly, the United States happened to be the most productive country in this field owning two-thirds of the number of publications. The “Science Education” journal is ranked at the top of the highly cited journals. The findings show that topics such as “early childhood education”, “computing education”, and “environmental education” are the main hotspots in the research area of STEM and quality of education. The results of this study will help enhance the understanding of integrated STEM education in improving the quality of education and will support future works in this area. ER - TY - JOUR T1 - Mathematical Modeling: A Bridge to STEM Education A1 - Kertil, Mahmut A1 - Gurel, Cem Y1 - 2016/01// PB - ISTES Organization JF - International Journal of Education in Mathematics, Science and Technology VL - 4 IS - 1 SP - 44 EP - 44 DO - 10.18404/ijemst.95761 L1 - file:///C:/Users/User/AppData/Local/Mendeley Ltd./Mendeley Desktop/Downloaded/Kertil, Gurel - 2016 - Mathematical Modeling A Bridge to STEM Education.pdf N2 - The purpose of this study is making a theoretical discussion on the relationship between mathematical modeling and integrated STEM education. First of all, STEM education perspective and the construct of mathematical modeling in mathematics education is introduced. A review of literature is provided on how mathematical modeling literature may contribute to theoretical conceptualization of STEM education by specifically addressing the professional competencies that teachers need. The discussion followed on how mathematical modeling activities and project-based learning contexts contribute to integrated STEM education by providing two research-based experiences, one of which is the model rocketry project carried out by pre-service physics teachers and the other one of which is a mathematical modeling activity solved by pre-service mathematics teachers. ER - TY - BOOK T1 - Teaching and Learning Mathematical Modelling: Approaches and Developments from German Speaking Countries A1 - Greefrath, Gilbert A1 - Vorhölter, Katrin Y1 - 2016/// PB - Springer Nature ET - open access SP - i EP - 42 CY - Switzerland UR - http://www.springer.com/series/14352 L1 - file:///C:/Users/User/AppData/Local/Mendeley Ltd./Mendeley Desktop/Downloaded/Greefrath, Vorhölter - 2016 - Teaching and Learning Mathematical Modelling Approaches and Developments from German Speaking Countries.pdf ER - TY - JOUR T1 - Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement A1 - Moher, D. A1 - Liberati, A. A1 - Tetzlaff, J. A1 - Altman, D.G. Y1 - 2009/// JF - Journal of clinical epidemiology VL - 62 IS - 10 SP - 1006 EP - 1012 DO - 10.1016/j.jclinepi.2009.06.005 L1 - file:///C:/Users/User/AppData/Local/Mendeley Ltd./Mendeley Desktop/Downloaded/Moher et al. - 2009 - Preferred reporting items for systematic reviews and meta-analyses the PRISMA statement(2).pdf ER - TY - BOOK T1 - Using a Mathematical Modelling Activity to Assist Students to Make Sense of a Limit Theorem in Trigonometry A1 - Ikeda, T. A1 - Stephens, M. Y1 - 2020/// JF - International Perspectives on the Teaching and Learning of Mathematical Modelling SP - 287 EP - 298 DO - 10.1007/978-3-030-37673-4_25 N2 - The aim of this paper is to investigate whether mathematical modelling, interpreted as a series of interactive translations, can also be effective to assist students to construct mathematical knowledge. We describe a series of possible teaching activities in which the theorem of a limit of a trigonometric function can be approached through solving a real-world problem how to determine the shortest air route between two cities. In this way, we show that these transformations have the potential to build up mathematical concepts. These findings are intended to form a framework for subsequent experimental teaching. ER - TY - JOUR T1 - Mathematics and interdisciplinary STEM education: recent developments and future directions A1 - Goos, Merrilyn A1 - Carreira, Susana A1 - Immaculate, · A1 - Namukasa, Kizito Y1 - 2023/// KW - Computational thinking KW - Interdisciplinary STEM education KW - Mathematical modelling KW - Mathematics education KW - Mathematics in STEM JF - ZDM – Mathematics Education VL - 55 SP - 1199 EP - 1217 SN - 0123456789 DO - 10.1007/s11858-023-01533-z UR - https://doi.org/10.1007/s11858-023-01533-z L1 - file:///C:/Users/User/AppData/Local/Mendeley Ltd./Mendeley Desktop/Downloaded/Goos et al. - 2023 - Mathematics and interdisciplinary STEM education recent developments and future directions.pdf N2 - This special issue introduces recent research on mathematics in interdisciplinary STEM education. STEM education is widely promoted by governments around the world as a way of boosting students' interest and achievement in science, technology, engineering, and mathematics and preparing STEM-qualified workers for twenty-first century careers. However, the role of mathematics in STEM education often appears to be marginal, and we do not understand well enough how mathematics contributes to STEM-based problem-solving or how STEM education experiences enhance students' learning of mathematics. In this survey paper, we present a narrative review of empirical and conceptual research literature, published between 2017 and 2022. These literature sources are organised by a framework comprising five thematic clusters: (1) interdisciplinary curriculum models and approaches; (2) student outcomes and experiences; (3) teacher preparation and professional development ; (4) classroom implementation and task design; and (5) policy, structures, and leadership. We use the framework to provide an overview of the papers in this issue and to propose directions for future research. These include: investigating methods and rationales for connecting the constituent STEM disciplines so as to preserve the disciplinary integrity of mathematics; clarifying what is meant by student "success" in interdisciplinary STEM programs, projects, and other educational approaches; moving beyond classroom practices that position mathematics as just a tool for solving problems in other disciplines; understanding what makes a STEM task mathematically rich; and asking how STEM education research can productively shape STEM education policy. ER - TY - JOUR T1 - A scientometric review of multimedia in teaching and learning of physics A1 - Nyirahabimana, P. A1 - Minani, E. A1 - Nduwingoma, M. A1 - Kemeza, I. Y1 - 2022/// JF - LUMAT VL - 10 IS - 1 SP - 89 EP - 106 DO - 10.31129/LUMAT.10.1.1634 N2 - A subject of physics includes various complex and sophisticated concepts that pose a challenge for both instructors to teach and students to grasp the clarity in the subject. Many researchers have discussed this challenge toward adopting an appropriate approach to teach physics in the institution. Therefore, the study reviews the research articles towards multimedia in improving the knowledge delivery system of physics published in various standard databases/indexes. The study conducts a literature review based on five-stage methodology comprising of: (1) research article collection from the databases, (2) research article inclusion/exclusion norms, (3) reviewing the processed research articles, (4) analyzing the research articles to extract the information, and (5) inferring the extracted information to derive at the future research direction. The paper contributes to reviewing thirty-three research articles specific to the usage of multimedia towards improving the methodologies involved in teaching and learning physics. The core idea of this study is to extract the research gaps on the usage of multimedia in the current knowledge delivery system of the physics domain to provide future research directions. Further, a bibliometric analysis comprises co-occurrence of keywords, citation, and co-citation using VOSviewer software. It is followed by content analysis to analyze the research method and multimedia tool used. The study outcome shows that most of the existing work found is Quasi-experimental design-based or qualitative design-based. The study outcome also highlights various themes of accepted papers and research gaps on the usage of multimedia in the knowledge delivery system of the physics domain. ER - TY - GEN T1 - Advantages and challenges of using digital technologies in mathematical modelling education – a descriptive systematic literature review A1 - Cevikbas, Mustafa A1 - Greefrath, Gilbert A1 - Siller, Hans Stefan Y1 - 2023/// KW - advantages KW - challenges KW - descriptive systematic review KW - digital technologies KW - mathematical modelling KW - mathematics education PB - Frontiers Media S.A. JF - Frontiers in Education VL - 8 DO - 10.3389/feduc.2023.1142556 L1 - file:///C:/Users/User/AppData/Local/Mendeley Ltd./Mendeley Desktop/Downloaded/Cevikbas, Greefrath, Siller - 2023 - Advantages and challenges of using digital technologies in mathematical modelling education – a des.pdf N2 - Mathematical modelling is essential for teaching and learning of mathematics aimed at improving students’ competence in solving real-world problems with mathematical means. Innovative technology-rich approaches can provide new paradigms for mathematical modelling education, which may produce new opportunities for the learning and teaching of mathematical modelling. On the other hand, there may be a few challenges to the successful use of technology in modelling. Although several studies have focused on the use of digital technologies in modelling education, there is a lack of research on the educational potential of digital technologies in mathematical modelling. To close this research gap, we decided to conduct a descriptive systematic literature review on the advantages and challenges of using digital technologies for learners and instructors in mathematical modelling. The literature on mathematical modelling education was searched via three recognized databases. Literature search revealed 38 papers that were eligible for analysis. Based on empirical evidence, this paper describes the educational opportunities offered by digital technologies (e.g., academic, emotional/psychological, cognitive, social, and instructional/pedagogical enhancements) and challenges to their effectiveness (e.g., learners’ and instructors’ lack of competence or experience in using technology and “black-box” threats). The results of the study reveal that the advantages of the use of digital technologies in the modelling process outweigh the emerging challenges, which is a promising result discussed in detail. ER - TY - GEN T1 - The PRISMA 2020 statement: An updated guideline for reporting systematic reviews A1 - Page, Matthew J. A1 - McKenzie, Joanne E. A1 - Bossuyt, Patrick M. A1 - Boutron, Isabelle A1 - Hoffmann, Tammy C. A1 - Mulrow, Cynthia D. A1 - Shamseer, Larissa A1 - Tetzlaff, Jennifer M. A1 - Akl, Elie A. A1 - Brennan, Sue E. A1 - Chou, Roger A1 - Glanville, Julie A1 - Grimshaw, Jeremy M. A1 - Hróbjartsson, Asbjørn A1 - Lalu, Manoj M. A1 - Li, Tianjing A1 - Loder, Elizabeth W. A1 - Mayo-Wilson, Evan A1 - McDonald, Steve A1 - McGuinness, Luke A. A1 - Stewart, Lesley A. A1 - Thomas, James A1 - Tricco, Andrea C. A1 - Welch, Vivian A. A1 - Whiting, Penny A1 - Moher, David Y1 - 2021/03// PB - BMJ Publishing Group JF - BMJ VL - 372 DO - 10.1136/bmj.n71 L1 - file:///C:/Users/User/AppData/Local/Mendeley Ltd./Mendeley Desktop/Downloaded/Page et al. - 2021 - The PRISMA 2020 statement An updated guideline for reporting systematic reviews.pdf N2 - The Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) statement, published in 2009, was designed to help systematic reviewers transparently report why the review was done, what the authors did, and what they found. Over the past decade, advances in systematic review methodology and terminology have necessitated an update to the guideline. The PRISMA 2020 statement replaces the 2009 statement and includes new reporting guidance that reflects advances in methods to identify, select, appraise, and synthesise studies. The structure and presentation of the items have been modified to facilitate implementation. In this article, we present the PRISMA 2020 27-item checklist, an expanded checklist that details reporting recommendations for each item, the PRISMA 2020 abstract checklist, and the revised flow diagrams for original and updated reviews. ER - TY - JOUR T1 - Applied Mathematical Problem Solving, Modelling, Application, and Links to Other Subjects A1 - Blum, Werner A1 - Niss, Mogens Y1 - 1991/// JF - Educational Studies in Mathematics VL - 22 SP - 37 EP - 68 L1 - file:///C:/Users/User/AppData/Local/Mendeley Ltd./Mendeley Desktop/Downloaded/Blum, Niss - 1991 - Applied Mathematical Problem Solving, Modelling, Application, and Links to Other Subjects.pdf ER - TY - JOUR T1 - What does mathematical modelling have to offer mathematics education? Insights from students' perspectives on mathematical modelling A1 - Spooner, Kerri Y1 - 2022/// KW - Mathematical modelling KW - authentic learning KW - reflective thematic analysis KW - student experience JF - Article in International Journal of Mathematical Education in Science & Technology · DO - 10.1080/0020739X.2021.2009052 UR - https://www.tandfonline.com/action/journalInformation?journalCode=tmes20 L1 - file:///C:/Users/User/AppData/Local/Mendeley Ltd./Mendeley Desktop/Downloaded/Spooner - 2022 - What does mathematical modelling have to offer mathematics education Insights from students' perspectives on mathematic.pdf N2 - The student experience with mathematical modelling has the potential to differ in nature to the experience of a typical mathematics student. The research reported in this paper forms part of a broader study looking into tertiary learning experiences for mathematical modelling. This paper reports on: What are the student experiences when learning to mathematically model? How might these experiences inform mathematics education? Data were collected across two different tertiary mathematical modelling courses in the form of student interviews. Student interviews were analysed, using reflective thematic analysis, to identify themes relating to the collective student learning experience. The results show that modelling provides an opportunity for students to be actively involved with their learning. Being open-minded was a key behaviour for a productive student experience. ARTICLE HISTORY ER -