Posing Math Problems About STEM Careers: An Examination of Scaffolds and the Role of Interest

• In Event: Algebra at the Secondary and Postsecondary Levels

Abstract

Allowing students to see the usefulness of the content they are learning in mathematics courses to their future careers may be an important approach to increase interest and learning. In the present study, College Algebra students were asked to pose math problems that showed how linear functions were related to STEM career clusters they were interested in, given four different types of scaffolds to support their problem-posing. Results suggest that these activities increase students’ interest in learning mathematics, and that math interest, STEM career interest, and triggered interest in the activity are important to the experience students have posing problems.

Authors

• Candace A. Walkington, Southern Methodist University

• Matthew L. Bernacki, University of North Carolina Chapel Hill

• Min Wang, Southern Methodist University

• Meghan J. Greene, University of North Carolina - Chapel Hill

• Brooke Istas, Southern Methodist University

• Elizabeth Howell, Southern Methodist University