Abstract
Based on an investigation of research literature on the role of mathematics within the context of STEM education and twenty-first century skills, this explorative study presents and analyses 19 pre-service teachers’ lesson proposals for innovative STEM activities in secondary mathematics classrooms. Drawing on a categorisation of twenty-first century skills and key concepts from Realistic Mathematics Education and Basil Bernstein’s writings, the analysis indicated a use of detailed instructions regarding what students should do but unspecified criteria for their expected knowledge productions. Rather than serving as a digital tool for problem solving, programming was used for the purpose of generalising students’ conceptual knowledge in mathematics. At the same time a focus on modelling and applications in the STEM activities tended to weaken the disciplinary character of mathematics. The learning of various twenty-first century skills was promoted to different extents. The study raises a discussion of affordances and constraints regarding students’ access to mathematical knowledge through different modes of integration of mathematics and other STEM subjects aiming to support the development of twenty-first century skills.
Highlights
Arguments have been put forward that current education does not prepare students “for the demands of the twentyfirst century workplace and world” (Gravemeijer et al 2017, p. 120)
The pre-service teachers produced comprehensive lesson proposals within STEM contexts drawing on learning goals in different subject syllabi
The wide range of horizontal mathematisation activities in the proposed STEM contexts reflects the multitude of opportunities that exist for developing lessons combining or integrating STEM subjects
Summary
Arguments have been put forward that current education does not prepare students “for the demands of the twentyfirst century workplace and world” (Gravemeijer et al 2017, p. 120). Researchers call for explorations of teaching and learning methods aiming to develop the twenty-first century skills and strengthen the relation between science, technology, engineering, and mathematics (STEM) (e.g., Frejd 2017; Kertil and Gurel 2016). This study aims to address this dilemma by analysing submitted home assignment reports from a STEM seminar for pre-service mathematics teachers, designed to prepare them for STEM education within the context of twenty-first century skills. The seminar was developed drawing on arguments from research literature that mathematical modelling is a bridge to STEM education (Kertil and Gurel 2016) and that professional modellers and engineers rely on programming and new technologies for their work (Frejd and Bergsten 2016). One rationale for developing the STEM seminar was that recently, programming was included in the subject syllabus for mathematics in upper secondary school
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
