Teaching Math Modeling through 3D-Printing: Examining the Influence of an Integrative Professional Development
Mathematical modeling is a critical component of the current K–12 mathematics, science, and technology and engineering (T&E) educational standards in the United States. However, mathematical modeling is often overlooked or underemphasized in integrative STEM lessons. This could be attributed to teachers’ limited content and pedagogical knowledge related to integrating mathematical modeling in integrative STEM lessons. Continual advances in technologies like 3D design and printing soft- ware and additive manufacturing processes now allow students to see abstract mathematical modeling concepts in contextualized and practical forms. Consequently, we examined changes in mathematics, science, and T&E teachers’ mathematical modeling knowledge and views resulting from a 1-day integrative professional development (PD) experience. The PD specifically focused on applying mathematical modeling concepts to design and 3D print solutions to integrative STEM lessons. A sample of 50 participating teachers reported increases in certain mathematical modeling knowledge areas, and a large percentage indicated they were more likely to implement mathematical modeling in their classrooms. The results from this study indicated that integrative PD could enhance teachers’ content knowledge, practices, and views about integrative STEM lessons including mathematical modeling and 3D printing. The findings from this study have implications for teachers, school districts, researchers, and professional development providers.
This is the peer reviewed version of the following article: Asempapa, R. S., & Love, T. S. (2021). Teaching math modeling through 3D-printing: Examining the influence of an integrative professional development. School Science and Mathematics, 121(2), 85-95. It has been published in final form at https://doi.org/10.1111/ssm.12448. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions. This article may not be enhanced, enriched or otherwise transformed into a derivative work, without express permission from Wiley or by statutory rights under applicable legislation. Copyright notices must not be removed, obscured or modified. The article must be linked to Wiley’s version of record on Wiley Online Library and any embedding, framing or otherwise making available the article or pages thereof by third parties from platforms, services and websites other than Wiley Online Library must be prohibited.
|Work Title||Teaching Math Modeling through 3D-Printing: Examining the Influence of an Integrative Professional Development|
|License||CC BY-NC-ND 4.0 (Attribution-NonCommercial-NoDerivatives)|
|Publication Date||February 2021|
|Publisher Identifier (DOI)||
|Deposited||January 21, 2023|
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