To argue for the importance of an integrative approach to learning in introductory STEM (Science, Technology, Engineering and Mathematics) and other courses, we present a case study of a project incorporating cross-curricular skills in a college algebra course. We analyze student work on the project and responses to surveys, and find the assignment affects positively students’ mastery of specific quantitative skills, perceptions of learning, civic awareness, and sense of relevance of mathematical study. We use the analysis to suggest guidelines for designing other activities aiming to teach the whole student in introductory courses.
Tag: stem education
The Impact of Incorporating Indigenous and Other Nontraditional Ways of Mathematical Knowing into a University-Level Geometry Course
During the Fall 2021 semester, the author taught a university-level geometry course into which they incorporated texts and discussions on mathematics and mathematical epistemology from outside of the “Western” tradition typically centered in college math curricula. Analysis of student survey responses and students’ reflections on their work offer some evidence that even minimal engagement with these nontraditional perspectives, facilitated intentionally, led to increases in students’ appreciation of other epistemic traditions. Though the smallness of the sample size prohibits drawing broader conclusions, the significance of some findings suggests a critical need for further study of these pedagogical practices.