STEAM and Critical Making in Teacher Education

Immaculate Kizito Namukasa (), Janette Hughes () and Ricardo Scucuglia ()
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Immaculate Kizito Namukasa: Western University
Janette Hughes: Ontario Tech University
Ricardo Scucuglia: Sao Paulo State University (UNESP)

Chapter 31 in Handbook of Cognitive Mathematics, 2022, pp 939-970 from Springer

Abstract: Abstract In the context of literature on STEAM and critical making (Ratto, Inform Soc 27(4):252–260, 2011), we present three case studies which explored the integration of the disciplines represented in the STEAM acronym (science, technology, engineering, arts, mathematics) as a way to help more preservice teacher candidates learn about important mathematical concepts. We asked: (1) How do preservice teacher candidates engage with concepts related to mathematics when a STEAM-based, maker education approach is used in the learning process? And (2) What do preservice teacher candidates learn about teaching mathematics when a STEAM-based, critical maker education approach is used in learning about teaching? The frameworks of constructionism and low-floor/high-ceiling learning theories, humans-with-media in STEAM, and critical making are presented to help conceptualize maker education, STEAM, and critical making in teacher education.

Keywords: Critical making; STEAM; STEM; Engineering; Design; Maker education; Maker pedagogies; Mathematics education (search for similar items in EconPapers)
Date: 2022
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Persistent link: https://EconPapers.repec.org/RePEc:spr:sprchp:978-3-031-03945-4_15

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DOI: 10.1007/978-3-031-03945-4_15

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