Teachers’ Use of Argumentation in the Development of Integrated STEM Curricula (Fundamental) | Zendy

Corey Mathis | Zendy; Emilie Siverling | Zendy; Aran Glancy | Zendy; Tamara J. Moore | Zendy

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Teachers’ Use of Argumentation in the Development of Integrated STEM Curricula (Fundamental)

Author(s) -

Corey Mathis,

Emilie Siverling,

Aran Glancy,

Tamara J. Moore

Publication year - 2015

Language(s) - English

Resource type - Conference proceedings

DOI - 10.18260/p.24797

Subject(s) - argumentation theory , curriculum , next generation science standards , mathematics education , engineering education , context (archaeology) , science education , pedagogy , engineering ethics , computer science , sociology , engineering , psychology , engineering management , epistemology , paleontology , philosophy , biology

Aran W. Glancy is a Ph.D. candidate in STEM Education with a focus on mathematics education at the University of Minnesota. Aran is currently working on supporting elementary and middle school teachers in integrating science and mathematics through engineering design. Additionally, he is investigating modeling within K-12 mathematics classrooms, and is also interested in enhancing mathematics education through the integration of science, engineering, and computer programming.

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