Abstract
Pre-service teachers (PSTs) often struggle to teach STEM (Science, Technology, Engineering, and Mathematics) content effectively due to lack of training on how to plan a STEM lesson in meaningful ways as well as which subjects to integrate. This dilemma often results in an avoidance of STEM methodology altogether. This paper describes a productive method for training PSTs to successfully teach STEM lessons by using Social Studies content to integrate with Mathematics and Science, and provide context and connection to real world applications. Along with providing a STEM lesson, the article demonstrates the critical role social studies can play as the “glue” for some integrated lesson plans.
Author Bio
Randa Elbih, Assistant Professor, completed her Ph.D. in Educational Thought and Socio-cultural Studies at the University of New Mexico. Her work focuses on various courses in teacher preparation, specifically Social Studies Education, STEAM Integration, and Curriculum and Instruction.
Elyssa Miller, Assistant Professor, completed her Ed.D. in Mathematics Education at Boston University. Her work focuses on mathematics teacher education and mathematics for multilingual students.
DOI
10.20429/cimle.2022.260204
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Supplemental Reference List with DOIs
Recommended Citation
Elbih, Randa; Miller, Elyssa; Sheldon, Grace; and Wilson, Mackenzie
(2022)
"Integrating Social Studies Education with Mathematics: Pre-service Teachers’ Use of the Pyramids of Giza to plan a STEM Lesson,"
Current Issues in Middle Level Education: Vol. 26:
Iss.
2, Article 4.
DOI: 10.20429/cimle.2022.260204
Available at:
https://digitalcommons.georgiasouthern.edu/cimle/vol26/iss2/4
Included in
Curriculum and Instruction Commons, Junior High, Intermediate, Middle School Education and Teaching Commons