Publicação: STEAM and critical making in teacher education
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2022-10-31
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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.
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Inglês
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Handbook of Cognitive Mathematics, v. 2-2, p. 939-970.
