Putting the “M” Back Into STEM: Considering How Units Coordination Relates to Computational Thinking
42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
North American Chapter of the International Group for the Psychology of Mathematics Education
NSF, Division of Research on Learning in Formal and Informal Settings (DRL) 1758823
NSF, Division of Research on Learning in Formal and Informal Settings (DRL)
This theoretical commentary examines theory driven discussions in Science, Technology, Engineering, and Mathematics (STEM) fields and mathematics fields. Through this examination, the authors articulate particular parallels between spatial encoding strategy theory and units coordination theory. Finally, these parallel are considering pragmatically in the Elementary STEM Teaching Integrating Textiles and Computing Holistically (ESTITCH) curriculum where STEM and social studies topics are explored by elementary students. This commentary concludes with questions and particular directions our mathematics education field can progress when integrating mathematics in STEM fields.
MacDonald, B., Tofel-Grehl, C., Searle, K., & Hawkman, A. (2020). Putting the “M” back in STEM: Considering how units coordination relates to computational thinking. In A.I. Sacristán, J.C. Cortés-Zavala& P.M. Ruiz-Arias, (Eds.). Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Mexico (pp. 2336-2340). Cinvestav / AMIUTEM / PME-NA. https:/doi.org/10.51272/pmena.42.2020-394