Teachers’ role in promoting primary school students’ integration of mathematical, statistical, and other STEAM reasoning through data-based modelling
DOI:
https://doi.org/10.52041/iase25.101Abstract
Data-based modelling driven by interdisciplinary contexts has emerged as a means of promoting multidisciplinary reasoning in primary school students. However, teachers play a crucial role in facilitating this process. This study aims to explore teachers’ role in promoting students’ integration of mathematical, statistical, and other STEAM reasoning through data-based modelling. Specifically, it analyses STEAM practice of a teacher with Grade 4 students. To do this, we adopt an interdisciplinary data-driven modelling (IDDM) framework, which includes six key components: data, an interdisciplinary context, a mathematical model, a statistical model, models in other STEAM subjects, and prediction and decision-making. We use it to identify the teacher’s support related to data variability and modelling, aimed at promoting students’ multidisciplinary reasoning for prediction and decision-making. The findings provide practical strategies to enhance STEAM education through data- based modelling with skills in mathematics, statistics, data science, and other STEAM disciplines.References
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