Mathematics Teachers' Design of Engineering Instruction

• In Event: Moscone Center West Roundtable Session 13
  In Roundtable Session: Supporting the Understanding of Number Concepts

Abstract

Researchers investigated middle grades mathematics teachers’ design of engineering instruction for their mathematics classrooms. Teachers were part of a cohort of K-8 teachers involved in a 16-month professional development on designing engineering instruction that integrates engineering, science, and mathematics. We found that they infused engineering with science but, at least initially, they did not integrate grade-appropriate mathematics with the engineering lessons they created. Models of engineering learning cycles (ELCs) with explicit, integrated mathematics concepts and practices must be grade-relevant to support teacher learning about how to bring engineering into math classrooms in ways that support existing curriculum.

Authors

• Allison Antink-Meyer, Illinois State University

• Anna M. Arias, Kennesaw State University

• Kate Neally, Illinois State University