Math as the Gateway to STEM Careers

• In Event: 69.056 - Roundtable Session 31
  In Roundtable Session: 69.056-2 - Laying the Groundwork for a STEM Ecosystem

Abstract

Ensuring that students have adequate math education is one important aspect of building a sustainable STEM ecosystem because math is the foundational language of science, technology, and engineering. Tulsa Public Schools is suffering from a math proficiency problem with only 33% of 3rd grade students scoring “proficient” on the statewide standardized math test (Tulsa Public Schools, 2015). Without a strong foundation in math, many students may give up on the subject before reaching algebra. This, consequently, closes the door to a STEM career in the future.

The Tulsa Regional STEM Alliance (TRSA) pairs the focus on math with supports for informal STEM learning. TRSA developed a mentorship program, called Me and My Math Mentor, focusing on fostering a mathematical foundation in students, while also providing professional development for educators. The professional development series, SENSEsational Science, offers educators knowledge and resources that can be used to expand their students’ informal STEM education. The professional development program serves over 400 PreK-12th grade educators across the state of Oklahoma. During the training educators work closely with local informal STEM educators in their community such as zoos, aquariums, and museums.

TRSA is committed to using data to inform the inform the growth and development of Me and My Math Mentor and SENSEsational Science. The Common Instrument Suite (CIS), a survey for students developed by Harvard’s Program in Afterschool and Resiliency (PEAR), provides data about 3rd - 12th grade students’ interest in math and science, as well as their confidence in peer and adult relationships both before and after attending the after-school program, Me and My Math Mentor. In the 2015 - 16 school year, a total of 179 students completed the pre-and post- CIS survey. Students reported significant increases in their interest in math and science as well as significant gains in the quality of their peer and adult relationships.

Over the last 8 years, 603 educators who participated in SENSEsational Science evaluated the program using surveys among other tools. In surveys participants answered Likert scale questions about aspects of the professional development such as presentations by partners, curriculum, accessibility, and attitudes towards teaching STEM. The results showed gains in both educator’s breadth of science knowledge and their ability to integrate STEM with other subject areas such as literature. Surveys findings also demonstrated that educators increased their confidence in and spent more time teaching STEM. Finally, SENSEsational Science participants also increased their knowledge of curriculum standards from working with the informal education partners.

The findings about My Mentor and Me and SENSEsational Science helped TRSA to better understand the needs and successes of the programs, which will inform the expansion of these programs. TSRA will continue to have a strong focus on building students’ foundational knowledge in math and supporting educators to teach informal STEM content. Pairing these two vital pieces will help Tulsa to build a stronger STEM ecosystem.

References
Tulsa Public Schools (2015) District Summary. Retrieved from: https://www.tulsaschools.org/4_About_District/_documents/pdf/_school_profiles/District.pdf

Author

• Xan Black