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May  2021, 1(2): 104-113. doi: 10.3934/steme.2021008

Mathematics skills and STEM multidisciplinary literacy: Role of learning capacity

1. 

Department of Business Administration, Iqra University, Karachi, Pakistan

2. 

College of Education, Zhejiang University, China

* Correspondence: xszhai@zju.edu.cn; Tel: +86-13866116992

Received  March 2021 Revised  April 2021 Published  May 2021

Previous studies highlighted the role of STEM (science, technology, engineering, and mathematics) education in the development of mathematical skills while how mathematical skills influence STEM multidisciplinary literacy is under researched. Therefore, the purpose of current study is to explore the significance of mathematical skills (spatial imagination ability, calculation ability, and reasoning ability) in STEM multidisciplinary literacy. Further, to better understand the relationship between mathematical skills and STEM multidisciplinary literacy, students learning capacities was investigated as a mechanism. The theoretical findings of the study show that spatial imagination ability, calculation ability, and reasoning ability positively linked with STEM multidisciplinary literacy. Additionally, the findings show that students learning capabilities mediate the relationship between mathematical skills and STEM multidisciplinary literacy. Future directions of the study are also discussed.

Citation: Usman Ghani, Xuesong Zhai, Riaz Ahmad. Mathematics skills and STEM multidisciplinary literacy: Role of learning capacity. STEM Education, 2021, 1 (2) : 104-113. doi: 10.3934/steme.2021008
References:
[1]

K.-H. TsengC.-C. ChangS.-J. Lou and W.-P. Chen, Attitudes towards science, technology, engineering, International Journal of Technology and Education, 23 (2013), p.87-102. 

[2]

Laboy-Rush, D., Whitepaper: Integrated STEM Education through Project-Based Learning, 2011. Retrieved December 15, 2015, from http://www.learning.com/stem/whitepaper/

[3]

E.C. PrimaT.D. Oktaviani and H. Sholihin, STEM learning on electricity using Arduino-phet based experiment to improve 8th grade students' STEM literacy, Journal of Physics: Conference Series, 1013 (2018), 012030. 

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M. WolfmeyerJ. Lupinacci and N. Chesky, Critical education, Critical Education, 8 (2017), p.37-39.  doi: 10.1007/978-1-137-42617-8_15.

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K. Kumashiro, Why and how STEM education matters in social justice movements, The Journal of Educational Foundations, 31 (2018), p.3-5. 

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L.J. Hefty, Applying mathematics during engineering design challenges can help children develop critical thinking, problem solving, and communication skills, Teaching Children Mathematics, 21 (2015), p.422-429. 

[7]

Magiera, M.T., Model eliciting activities: A home run. Mathematics Teaching in the Middle School, (2013. 18(6): p. 348-355.

[8]

M.G. McGee, Human spatial abilities: Psychometric studies and environmental, genetic, hormonal, and neurological influences, Psychological Bulletin, 86 (1979), p.889-918. 

[9]

J.P. da PonteJ. Mata-Pereira and A. Henriques, O raciocínio matemático nos alunos do ensino básico e do ensino superior, Práxis Educativa (Brasil), 7 (2012), p.355-377. 

[10]

M. KyttäläP. AunioJ.E. LehtoJ. Van Luit and J. Hautamaki, Visuospatial working memory and early numeracy, Educational and Child Psychology, 20 (2003), p.65-76. 

[11]

C. Rasmussen and J. Bisanz, Representation and working memory in early arithmetic, Journal of Experimental Child Psychology, 91 (2005), p.137-157. 

[12]

Y.L. Cheng and K.S. Mix, Spatial Training Improves Children's Mathematics Ability, Journal of Cognition and Development, 15 (2014), p.2-11. 

[13]

Z. HawesJ. MossB. Caswell and D. Poliszczuk, Effects of mental rotation training on children's spatial and mathematics performance: A randomized controlled study, Trends in Neuroscience and Education, 4 (2015), p.60-68. 

[14]

Maass, K., Geiger, V., Ariza, M.R., Goos, M., The role of mathematics in interdisciplinary STEM education. ZDM-Mathematics Education, 2019. 51(6): p. 869-884.

[15]

T. Martín-PáezD. AguileraF.J. Perales-Palacios and J. M. VílchezGonzález, What are we talking about when we talk about STEM education? A review of literature, Science Education, 103 (2019), p.799-822. 

[16]

Caprile, M., Palmén, R., Sanz, P., Dente, G., Encouraging STEM studies: Labour market situation and comparison of practices targeted at young people in different member states. 2015, Brussels, Belgium: European Union. Retrieved October 19, 2019 from http://www.europarl.europa.eu/RegData/etudes/STUD/2015/542199/IPOL_STU(2015)542199_EN.pdf.

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Bybee, R.W., The Case for Education Challenges and Opportunities. 2013.

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A. Zollman, Learning for STEM literacy: STEM literacy for learning, School Science and Mathematics, 112 (2012), p.12-19. 

[20]

Schmidt, W.H., Houang, R.T., Lack of focus in the mathematics curriculum: A symptom or a cause? in Lessons learned: What international assessments tell us about math achievement, T. Loveless, Ed. 2007, Washington: Brookings Institution Press. p. 65-84.

[21]

E.M. SilkR. HigashiR. Shoop and C.D. Schunn, Designing technology activities that teach mathematics, The Technology Teacher, 69 (2010), p.21-27. 

[22]

Hebb, D.O., Textbook of Psychology. 1972, Philadelphia, USA: W. B. Saunders and Co.

[23]

D'Oliveira, T.C., Dynamic spatial ability: An exploratory analysis and a confirmatory study. International Journal of Aviation Psychology, 2004. 14: p. 19-38.

[24]

J. Eliot and A. Hauptman, Different dimensions of spatial ability, Studies in Science Education, 8 (1981), p.45-66. 

[25] J.B. Carroll, Human Cognitive Abilities, Cambridge University Press, NewYork, 1993. 
[26]

W. SusilawtiD. Suryadi and J.A. Dahlan, The improvement of mathematical spatial visualization ability of student through cognitive conflict, International Electronic Journal of Mathematics Education, 12 (2017), p.155-166. 

[27]

Lappan, G., Fey, J.T., Fitzgerald, W.M., Friel, S.N., Philips, E.D., Getting to know connected mathematics: An implementation guide. 2002, Connected mathematics project.

[28]

J. Russell-Gebbett, Skills and strategies: pupils' approaches to three-dimensional problems in biology, Journal of Biological Education, 19 (1985), 293e298. 

[29]

K. Rochford, Spatial learning disabilities and underachievement among university anatomy students, Medical Education, 19 (1985), p.13-26. 

[30]

Gardner, H., Frames of mind: The theory of multiple intelligences. 10th ed. 1993, New York: Basic Books.

[31]

Marlina, R., Purwadi, Upaya Meningkatkan Kemampuan Berhitung melalui Model Pembelajaran Kooperatif Struktural Permainan Ular Tangga TK Marta'ush Shibyan Singocandi Kudus. Jurnal penelitian PAUDIA, 2014.

[32]

M. DurandC. HulmeR. Larkin and M. Snowling, The cognitive foundations of reading and arithmetic skills in 7-to 10-year-olds, Journal of Experimental Child Psychology, 91 (2005), p.113-136. 

[33]

S.A. HechtJ.K. TorgesenR.K. Wagner and C.A. Rashotte, The relations between phonological processing abilities and emerging individual differences in mathematical computation skills: a longitudinal study from second to fifth grades, Journal of Experimental Child Psychology, 79 (2001), p.192-227. 

[34]

N.C. JordanL.B. Hanich and D. Kaplan, Arithmetic fact mastery in young children: A longitudinal investigation, Journal of Experimental Child Psychology, 85 (2003), p.103-119. 

[35]

A.J. Baroody, Why children have difficulty mastering the basic number combinations and how to help them, Teaching Children Mathematics, 13 (2006), p.22-31. 

[36]

Cowan, R., Does it all add up? Changes in children's knowledge of addition facts, strategies, and principles, in The development of arithmetic concepts and skills: Constructing adaptive expertise, A.J. Baroody & A. Dowker Ed. 2003, Mahwah, NJ: Lawrence Erlbaum Associates. p. 35-74.

[37]

Reys, R.E., Suydam, M.N., Lindquist, M.M., Smith, N.L., Helping children learn mathematics 5th Ed. 1998, Boston: Allyn & Bacon.

[38]

Aisyah, N., Pengembangan Pembelajaran Matematika SD. 2007, Jakarta: Direktorat Jenderal Pendidikan Tinggi Departemen Pendidikan Nasional.

[39]

Harlow, L.L., Burkholder, G.J., Morrow, J.A., Evaluating attitudes, skill and performance in a learning-enhanced quantitative methods course: A structural modelling approach. Structural Equation Modeling, 2002. 9: p. 413-430.

[40]

Bayliss, A., Watts, K., Student Performance in Mathematics as Correlate of their Performance in Chemistry. Journal of Quality Education, 2002. 2(1): p. 11-25.

[41]

Adeboyel, A.O., Interesting Relationships between Mathematics and Science. Journal of Mathematics and Science, 1999. 1(2): p. 22-29.

[42]

Turmudi, The cornerstone of Philosophy and Mathematics Learning Theory (paradigm Explorative and Investigation). 2008, Jakarta: Leuser Cita Library.

[43]

Nurdalilah., dkk., Perbedaan Kemampuan Penalaran Matematika dan Pemecahan Masalah pada Pembelajaran Berbasis Masalah dan Pembelajaran Konvensional di SMA Negeri 1 Kualuh Selatan. Jurnal Pendidikan Matematika PARADIKMA, 2012. 6(2): p. 109-11.

[44]

J. Lithner, A research framework for creative and imitative reasoning, Educational Studies in Mathematics, 67 (2008), p.255-276. 

[45]

Shadiq, F., Pemecahan masalah, penalaran dan komunikasi. 2004, Yogyakarta: PPPG Matematika.

[46]

Bani, A., Meningkatkan Kemampuan Pemahaman dan Penalaran Matematika Siswa Sekolah Menengah Pertama Melalui Pembelajaran Penemuan Terbimbing, SPs UPI, Bandung. 2011.

[47]

C.M. Adams, Collective trust: A social indicator of instructional capacity, Journal of Educational Administration, 51 (2013), p.1-36. 

[48]

B. Kotchoubey, Human consciousness: Where is it from and what is it for, Frontiers in Psychology, 9 (2018), p.1-17. 

[49]

Rogers, E.M., Diffusion of innovations.5th Ed. 2003, New York: Free Press.

[50]

A. TuranA.O. Tunc and C. Zehir, A theoretical model proposal: Personal innovativeness and user involvement as antecedents of unified theory of acceptance and use of technology, Procedia & Behavioural Sciences, 210 (2015), p.43-51. 

[51]

Babić, S., Factors that influence academic teacher's acceptance of e-learning technology in blended learning environment, in E-learning-organizational infrastructure and tools for specific areas, A. Guelfi, Ed. 2012, Europe: InTech. p. 1–18.

[52]

A.B. Adegoke, Effect of direct teacher influence on dependent-prone students' learning outcomes in secondary school mathematics, Electronic Journal of Research in Educational Psychology, 9 (2011), p.283-308. 

show all references

References:
[1]

K.-H. TsengC.-C. ChangS.-J. Lou and W.-P. Chen, Attitudes towards science, technology, engineering, International Journal of Technology and Education, 23 (2013), p.87-102. 

[2]

Laboy-Rush, D., Whitepaper: Integrated STEM Education through Project-Based Learning, 2011. Retrieved December 15, 2015, from http://www.learning.com/stem/whitepaper/

[3]

E.C. PrimaT.D. Oktaviani and H. Sholihin, STEM learning on electricity using Arduino-phet based experiment to improve 8th grade students' STEM literacy, Journal of Physics: Conference Series, 1013 (2018), 012030. 

[4]

M. WolfmeyerJ. Lupinacci and N. Chesky, Critical education, Critical Education, 8 (2017), p.37-39.  doi: 10.1007/978-1-137-42617-8_15.

[5]

K. Kumashiro, Why and how STEM education matters in social justice movements, The Journal of Educational Foundations, 31 (2018), p.3-5. 

[6]

L.J. Hefty, Applying mathematics during engineering design challenges can help children develop critical thinking, problem solving, and communication skills, Teaching Children Mathematics, 21 (2015), p.422-429. 

[7]

Magiera, M.T., Model eliciting activities: A home run. Mathematics Teaching in the Middle School, (2013. 18(6): p. 348-355.

[8]

M.G. McGee, Human spatial abilities: Psychometric studies and environmental, genetic, hormonal, and neurological influences, Psychological Bulletin, 86 (1979), p.889-918. 

[9]

J.P. da PonteJ. Mata-Pereira and A. Henriques, O raciocínio matemático nos alunos do ensino básico e do ensino superior, Práxis Educativa (Brasil), 7 (2012), p.355-377. 

[10]

M. KyttäläP. AunioJ.E. LehtoJ. Van Luit and J. Hautamaki, Visuospatial working memory and early numeracy, Educational and Child Psychology, 20 (2003), p.65-76. 

[11]

C. Rasmussen and J. Bisanz, Representation and working memory in early arithmetic, Journal of Experimental Child Psychology, 91 (2005), p.137-157. 

[12]

Y.L. Cheng and K.S. Mix, Spatial Training Improves Children's Mathematics Ability, Journal of Cognition and Development, 15 (2014), p.2-11. 

[13]

Z. HawesJ. MossB. Caswell and D. Poliszczuk, Effects of mental rotation training on children's spatial and mathematics performance: A randomized controlled study, Trends in Neuroscience and Education, 4 (2015), p.60-68. 

[14]

Maass, K., Geiger, V., Ariza, M.R., Goos, M., The role of mathematics in interdisciplinary STEM education. ZDM-Mathematics Education, 2019. 51(6): p. 869-884.

[15]

T. Martín-PáezD. AguileraF.J. Perales-Palacios and J. M. VílchezGonzález, What are we talking about when we talk about STEM education? A review of literature, Science Education, 103 (2019), p.799-822. 

[16]

Caprile, M., Palmén, R., Sanz, P., Dente, G., Encouraging STEM studies: Labour market situation and comparison of practices targeted at young people in different member states. 2015, Brussels, Belgium: European Union. Retrieved October 19, 2019 from http://www.europarl.europa.eu/RegData/etudes/STUD/2015/542199/IPOL_STU(2015)542199_EN.pdf.

[17]

National Research Council, STEM integration in K-12 education: Status, prospects, and an agenda for research. 2014, National Academies Press.

[18]

Bybee, R.W., The Case for Education Challenges and Opportunities. 2013.

[19]

A. Zollman, Learning for STEM literacy: STEM literacy for learning, School Science and Mathematics, 112 (2012), p.12-19. 

[20]

Schmidt, W.H., Houang, R.T., Lack of focus in the mathematics curriculum: A symptom or a cause? in Lessons learned: What international assessments tell us about math achievement, T. Loveless, Ed. 2007, Washington: Brookings Institution Press. p. 65-84.

[21]

E.M. SilkR. HigashiR. Shoop and C.D. Schunn, Designing technology activities that teach mathematics, The Technology Teacher, 69 (2010), p.21-27. 

[22]

Hebb, D.O., Textbook of Psychology. 1972, Philadelphia, USA: W. B. Saunders and Co.

[23]

D'Oliveira, T.C., Dynamic spatial ability: An exploratory analysis and a confirmatory study. International Journal of Aviation Psychology, 2004. 14: p. 19-38.

[24]

J. Eliot and A. Hauptman, Different dimensions of spatial ability, Studies in Science Education, 8 (1981), p.45-66. 

[25] J.B. Carroll, Human Cognitive Abilities, Cambridge University Press, NewYork, 1993. 
[26]

W. SusilawtiD. Suryadi and J.A. Dahlan, The improvement of mathematical spatial visualization ability of student through cognitive conflict, International Electronic Journal of Mathematics Education, 12 (2017), p.155-166. 

[27]

Lappan, G., Fey, J.T., Fitzgerald, W.M., Friel, S.N., Philips, E.D., Getting to know connected mathematics: An implementation guide. 2002, Connected mathematics project.

[28]

J. Russell-Gebbett, Skills and strategies: pupils' approaches to three-dimensional problems in biology, Journal of Biological Education, 19 (1985), 293e298. 

[29]

K. Rochford, Spatial learning disabilities and underachievement among university anatomy students, Medical Education, 19 (1985), p.13-26. 

[30]

Gardner, H., Frames of mind: The theory of multiple intelligences. 10th ed. 1993, New York: Basic Books.

[31]

Marlina, R., Purwadi, Upaya Meningkatkan Kemampuan Berhitung melalui Model Pembelajaran Kooperatif Struktural Permainan Ular Tangga TK Marta'ush Shibyan Singocandi Kudus. Jurnal penelitian PAUDIA, 2014.

[32]

M. DurandC. HulmeR. Larkin and M. Snowling, The cognitive foundations of reading and arithmetic skills in 7-to 10-year-olds, Journal of Experimental Child Psychology, 91 (2005), p.113-136. 

[33]

S.A. HechtJ.K. TorgesenR.K. Wagner and C.A. Rashotte, The relations between phonological processing abilities and emerging individual differences in mathematical computation skills: a longitudinal study from second to fifth grades, Journal of Experimental Child Psychology, 79 (2001), p.192-227. 

[34]

N.C. JordanL.B. Hanich and D. Kaplan, Arithmetic fact mastery in young children: A longitudinal investigation, Journal of Experimental Child Psychology, 85 (2003), p.103-119. 

[35]

A.J. Baroody, Why children have difficulty mastering the basic number combinations and how to help them, Teaching Children Mathematics, 13 (2006), p.22-31. 

[36]

Cowan, R., Does it all add up? Changes in children's knowledge of addition facts, strategies, and principles, in The development of arithmetic concepts and skills: Constructing adaptive expertise, A.J. Baroody & A. Dowker Ed. 2003, Mahwah, NJ: Lawrence Erlbaum Associates. p. 35-74.

[37]

Reys, R.E., Suydam, M.N., Lindquist, M.M., Smith, N.L., Helping children learn mathematics 5th Ed. 1998, Boston: Allyn & Bacon.

[38]

Aisyah, N., Pengembangan Pembelajaran Matematika SD. 2007, Jakarta: Direktorat Jenderal Pendidikan Tinggi Departemen Pendidikan Nasional.

[39]

Harlow, L.L., Burkholder, G.J., Morrow, J.A., Evaluating attitudes, skill and performance in a learning-enhanced quantitative methods course: A structural modelling approach. Structural Equation Modeling, 2002. 9: p. 413-430.

[40]

Bayliss, A., Watts, K., Student Performance in Mathematics as Correlate of their Performance in Chemistry. Journal of Quality Education, 2002. 2(1): p. 11-25.

[41]

Adeboyel, A.O., Interesting Relationships between Mathematics and Science. Journal of Mathematics and Science, 1999. 1(2): p. 22-29.

[42]

Turmudi, The cornerstone of Philosophy and Mathematics Learning Theory (paradigm Explorative and Investigation). 2008, Jakarta: Leuser Cita Library.

[43]

Nurdalilah., dkk., Perbedaan Kemampuan Penalaran Matematika dan Pemecahan Masalah pada Pembelajaran Berbasis Masalah dan Pembelajaran Konvensional di SMA Negeri 1 Kualuh Selatan. Jurnal Pendidikan Matematika PARADIKMA, 2012. 6(2): p. 109-11.

[44]

J. Lithner, A research framework for creative and imitative reasoning, Educational Studies in Mathematics, 67 (2008), p.255-276. 

[45]

Shadiq, F., Pemecahan masalah, penalaran dan komunikasi. 2004, Yogyakarta: PPPG Matematika.

[46]

Bani, A., Meningkatkan Kemampuan Pemahaman dan Penalaran Matematika Siswa Sekolah Menengah Pertama Melalui Pembelajaran Penemuan Terbimbing, SPs UPI, Bandung. 2011.

[47]

C.M. Adams, Collective trust: A social indicator of instructional capacity, Journal of Educational Administration, 51 (2013), p.1-36. 

[48]

B. Kotchoubey, Human consciousness: Where is it from and what is it for, Frontiers in Psychology, 9 (2018), p.1-17. 

[49]

Rogers, E.M., Diffusion of innovations.5th Ed. 2003, New York: Free Press.

[50]

A. TuranA.O. Tunc and C. Zehir, A theoretical model proposal: Personal innovativeness and user involvement as antecedents of unified theory of acceptance and use of technology, Procedia & Behavioural Sciences, 210 (2015), p.43-51. 

[51]

Babić, S., Factors that influence academic teacher's acceptance of e-learning technology in blended learning environment, in E-learning-organizational infrastructure and tools for specific areas, A. Guelfi, Ed. 2012, Europe: InTech. p. 1–18.

[52]

A.B. Adegoke, Effect of direct teacher influence on dependent-prone students' learning outcomes in secondary school mathematics, Electronic Journal of Research in Educational Psychology, 9 (2011), p.283-308. 

Figure 1.  The conceptual model among mathematical skills, learning capacities and STEM multidisciplinary literacy
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