Session Format
Presentation Session (20 minutes)
Location
Room 2904 B
Abstract for the conference program
In this presentation we will share outcomes from the Real STEM project, which provides professional development for rural teachers in the Georgia Coastal Plains supporting implementation of interdisciplinary STEM courses as well as STEM modules in mathematics and science courses. Real STEM includes a number of innovative student-active strategies for teaching including: Understanding by Design (UbD) approaches to teaching for understanding, problem-based learning (PBL), place-based education (PBE), complex adaptive systems (CAS) thinking, and quantitative reasoning (QR). QR is the mathematical underpinning of the projects. The projects are ongoing so we will report our results on impact on teacher practice and student learning to this point. We will conclude with a discussion of how the projects may address issues of engagement for rural, low socio-economic status student populations in STEM in Central America and the Caribbean.
Proposal Track
Research Project
Start Date
3-7-2014 2:10 PM
End Date
3-7-2014 2:30 PM
Recommended Citation
Mayes, Robert L. and Greer, Kania, "Complex Adaptive Systems and Quantitative Reasoning in an Interdisciplinary STEM Mathematics Classroom" (2014). Interdisciplinary STEM Teaching & Learning Conference (2012-2019). 7.
https://digitalcommons.georgiasouthern.edu/stem/2014/2014/7
Included in
Curriculum and Instruction Commons, Science and Mathematics Education Commons, Teacher Education and Professional Development Commons
Complex Adaptive Systems and Quantitative Reasoning in an Interdisciplinary STEM Mathematics Classroom
Room 2904 B
In this presentation we will share outcomes from the Real STEM project, which provides professional development for rural teachers in the Georgia Coastal Plains supporting implementation of interdisciplinary STEM courses as well as STEM modules in mathematics and science courses. Real STEM includes a number of innovative student-active strategies for teaching including: Understanding by Design (UbD) approaches to teaching for understanding, problem-based learning (PBL), place-based education (PBE), complex adaptive systems (CAS) thinking, and quantitative reasoning (QR). QR is the mathematical underpinning of the projects. The projects are ongoing so we will report our results on impact on teacher practice and student learning to this point. We will conclude with a discussion of how the projects may address issues of engagement for rural, low socio-economic status student populations in STEM in Central America and the Caribbean.
