¹Zheng Shuxian,²Meng Xiangju

^1,2Baoding University, China

¹University Malaya, Malaysia

Google Scholar Download Pdf
ABSTRACT

STEAM education philosophy is based on mathematics. It is particularly important to promote and develop STEAM education philosophy through the wide application of mathematics. Calculus is an important course offered by university. With the implementation of popular education, the level of college students is uneven and the problems in calculus teaching are increasingly prominent. Taking the teaching of limit concept as an example, many college students can carry out limit operation, but they do not understand the philosophy contained in the limit concept and they can’t innovate the application of limit. Therefore, it is the key to teaching reform to find the cognitive difficulties of students in the concept of limit. Using Geogebra as teaching tool, the mathematics culture and mathematics history are integrated into the teaching design, so that students can experience the fun of mathematics course and feel the application value of interdisciplinary. In this study, questionnaire survey, interview and experimental comparison are used to study the teaching practice by 2 teachers and 80 freshmen. The result shows that teaching content integrating into the history of mathematics and mathematics culture, teaching with Geogebra improves the students' enthusiasm, their learning achievement and promotes the professional development of teachers. The following conclusions are drawn: 1. The understanding of limit concept is one-sided, some even wrong. 2. Based on STEAM education philosophy, new teaching design can improve students' 4 learning stages based on APOS theory and then cultivate students' habit of lifelong learning. 3. The teaching design based on STEAM education philosophy can promote the professional development of teachers.

KEYWORDS

STEAM Education Philosophy, Limit Concept, Teaching Case, Teacher Professional Development

REFERENCES

1) Artigue M (1991). The Teaching and Learning of Mathematics at the University Level: Crucial Questions for Contemporary Research in Education. Notices of AMS, 46(11), 1377—1385.

2) Asialia (1996). A Framework for Research and Curriculum Development in Undergraduate Mathematics Education. Research in Collegiate Mathematics Education, (2), 30—32.

3) Collins, A., Joseph, D., & Bielaczyc, K. (2004). Design research: Theoretical and Methodological Issues. The Journal of the Learning Sciences, 13(1), 15—24.

4) CuiHong (2017). Analysis of STEAM Learning Based on Project. Journal of East China Normal University, (4), 54—61.

5) Davis, R. B.,& Vinner, S. (1986). The Notion of Limit: Some Seemingly Unavoidable Misconceptional Stages. Journal of Mathematical Behavior, 15(2), 167—192.

6) Dubinsky & MacDonald (2001). APOS: A Constructivist Theory of Learning in Undergraduate Mathematics Education Research. The Teaching and Learning of Mathematics at University Level: An ICMI Study. Dordrecht: Kluwer Academic Publishers.

7) Epistein, J. (2013). The calculus concept inventory—measurement of the effect of teaching methodology in mathematics. Notices of the AMS, 60(8), 1018-1026.

8) Gadanidis, G. (2013). New Media and Online Mathematics Learning for Teachers. In Visual Mathematics and Cyberlearning (pp.163-186).Springer, Netherland.

9) Guo yufeng & Shi Ningzhong, (2012). Empirical Research on Basic Activities of Mathematics: Connotation and Dimension Division. Journal of Education, 8(5): 23—28.

10) He Wenge (2005). On the teaching of the concept of function limit. Jilin Institute of Agricultural Science and Technology Journal, 02, 51—52.

11) Huang Xinyu (2020).Research on the integration of Ideological and political elements into higher mathematics teaching. Journal of Zhejiang Wanli University, (4): 101—105.

12) JiangTao (2018). On the concept of limit ε-language. Mathematics Education Journal, 20(05), 96—99.

13) Jim & Cottrill (1996). Understanding the limit concept: Beginning with coordinated process scheme. Mathematical Behavior Journal, (15), 167—192.

14) Klymchuk, S., Zverkova, T., Gruenwald, N., & Sauerbier, G. (2010). University students’ difficulties in solving application problems in calculus: Students Perspectives. Mathematics Education Research Journal, 22(2), 1033—2107.

15) Lyn D. (2015). .STEM education K-12: Perspectives on Integration. International Journal of STEM Education, 3(1), 3-8.

16) Mustafa N,Ismail Z (2016).A Meta-analysis on Effective Strategies for Integrated STEM Education. Advanced Science Letters, (12):4225-4229.

17) Ofir, R (1991). Historical Happening in the Mathematical Classroom. For the Learning of Mathematics, 11(2), 21-23.

18) Tall D (2008). The Transition to Formal Thinking in Mathematics. Mathematics Education Research Journal, 20(2), 5- 24.

19) Weber K (2002). Students’ Understanding of Exponential and Logarithmic Functions. Proceeding of the 2nd International Conference on the Teaching of Mathematics.

20) Williams, S. (1991). Models of Limit Held by College Calculus Students. Journal for Research in Mathematics Education, 22(3),219—236.

21) Zhang Jingzhong (2014). None ε- Limit Theory and Teaching Reform of Calculus. College Mathematics, 05, 3—6.

22) Zhao & Lu (2016). Developing STEAM Education to Improve Students' Innovation Ability. Open Education Research, 22 (5), 4-10

VOlUME 01 ISSUE 06 DECEMBER 2022