Mathematics, programming, and STEM
Yeh, Andy & Chandra, Vinesh (2015) Mathematics, programming, and STEM. In Marshman, Margaret, Geiger, Vincent, & Bennison, Anne (Eds.) Mathematics Education in the Margins (Proceedings of the 38th annual conference of the Mathematics Education Research Group of Australasia), MERGA, Sunshine Coast, qLD, pp. 659-666.
Learning mathematics is a complex and dynamic process. In this paper, the authors adopt a semiotic framework (Yeh & Nason, 2004) and highlight programming as one of the main aspects of the semiosis or meaning-making for the learning of mathematics. During a 10-week teaching experiment, mathematical meaning-making was enriched when primary students wrote Logo programs to create 3D virtual worlds. The analysis of results found deep learning in mathematics, as well as in technology and engineering areas. This prompted a rethinking about the nature of learning mathematics and a need to employ and examine a more holistic learning approach for the learning in science, technology, engineering, and mathematics (STEM) areas.
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|Item Type:||Conference Paper|
|Keywords:||Mathematics, Programming, STEM, Semiotics, Virtual Reality|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Mathematics and Numeracy Curriculum and Pedagogy (130208)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Science Technology and Engineering Curriculum and Pedagogy (130212)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Educational Technology and Computing (130306)
|Divisions:||Current > Schools > School of Teacher Education & Leadership
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2015 MERGA|
|Deposited On:||13 Dec 2015 23:52|
|Last Modified:||14 Dec 2015 23:47|
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