The Contribution of Mathematics to School Stem Education: Current Understandings

這本書介紹了數學教育研究人員及其合作者進行的當代STEM教育研究，強調數學在學校STEM教育中的重要和關鍵角色。它展示了STEM教育中的整合課程方法的證據，這些方法突出了數學作為關鍵組成部分，並且數學概念可以通過整合任務來學習。這些例子挑戰了數學只是其他STEM科目的應用或“服務者”的觀念，並突出了數學對於理解和實踐其他STEM科目的貢獻。這本書填補了當前關於數學在STEM教育中角色的研究文獻的空白，提供了設計整合STEM課程的可能性的證據，並突出了對學校STEM教育中數學角色的當前理解。對於研究人員來說，它確定並詳細說明了這一領域的研究空白，以鼓勵進一步探索。

Dr Judy Anderson is an Honorary Associate Professor of Mathematics Education in the Sydney School of Education and Social Work, at the University of Sydney. She worked at the University of Sydney for more than 18 years as a secondary mathematics education lecturer and researcher. A former secondary mathematics teacher, she lectured in secondary mathematics curriculum across pre-service and postgraduate teacher education programs and was a recipient of a faculty Excellence in Teaching Award. Judy has conducted research into middle years' students' motivation and engagement in mathematics and investigated teachers' implementation of problem solving strategies in mathematics. She was Director of the STEM Teacher Enrichment Academy from 2016 to 2020 where she worked with academics from the faculties of Science and Engineering to develop this innovative professional learning program for STEM teachers across the state of New South Wales (NSW), Australia. During her time as director, the Academy reached over 1200 teachers from 220 primary and secondary school settings in NSW, Australia. By collecting data about teachers' and students' experiences of integrated STEM curriculum, Judy and her colleagues published several journal articles and chapters in books about the impact of the Academy program. She also co-edited a Springer book on Integrated Approaches to STEM Education: An International Perspective with Professor Yeping Li from A&M University, Texas.

Dr Katie Makar is a Professor in Mathematics Education at the University of Queensland. She is current President of the Mathematics Education Research Group of Australasia (MERGA) and co-Director of the International Collaboration for Research in Statistical Reasoning, Thinking and Literacy (SRTL). Her award-winning research focuses on teachers' learning of innovative pedagogies and children's statistical reasoning. Katie's classroom-based research collaborates with practicing teachers to seek pragmatic solutions to improving teaching and learning. Her recent nationally-funded research project collaborated with Dr Jill Fielding (University of New England) to investigate how primary teachers initiate, build and sustain a productive classroom culture and mathematical practices conducive to addressing complex problems that rely on mathematical evidence. Her research also studies teachers' adoption of inquiry-based practices over time, and children's informal statistical reasoning that draws on age-appropriate practices in data science education. Katie has over 100 peer-reviewed publications; the quality and impact of her highly-cited research is evidenced by multiple university and international awards. A former high school mathematics teacher for 15 years, Katie's work with preservice and practicing primary and secondary teachers continually seeks to have an impact on improving mathematics pedagogies to better prepare students for the future.

Dr. Judy Anderson是悉尼大學教育與社會工作學院的名譽副教授，專攻數學教育。她在悉尼大學擔任中學數學教育講師和研究員超過18年。作為一名前中學數學教師，她在預服務和研究生教師教育計劃中講授中學數學課程，並獲得了教學卓越獎。Judy進行了關於中學生數學動機和參與度的研究，並研究了數學教師在解決問題策略方面的實施情況。她在2016年至2020年擔任STEM教師豐富學院的院長，與科學和工程學院的學者合作，為新南威爾士州（澳大利亞）的STEM教師開發了創新的專業學習計劃。在擔任院長期間，該學院在新南威爾士州的220所小學和中學中，達到了超過1200名教師。通過收集有關教師和學生在整合STEM課程中的經歷方面的數據，Judy和她的同事發表了幾篇期刊文章和專書章節，關於該學院計劃的影響。她還與德克薩斯州A＆M大學的李葉平教授共同編輯了一本Springer書籍，名為《整合STEM教育：國際視角》。

Dr. Katie Makar是昆士蘭大學的數學教育教授。她是澳大利亞數學教育研究小組（MERGA）的現任主席，也是國際統計推理、思考和識字研究國際合作組織（SRTL）的聯合主任。她屢獲殊榮的研究專注於教師學習創新教學法和兒童統計推理。Katie的課堂研究與實踐教師合作，尋求改善教學和學習的實用解決方案。她最近的國家資助研究項目與Jill Fielding博士（新英格蘭大學）合作，研究小學教師如何建立和維持一個有利於解決依賴數學證據的複雜問題的積極課堂文化和數學實踐。她的研究還研究了教師隨時間採用基於探究的實踐，以及兒童在數據科學教育中運用適齡實踐的非正式統計推理。Katie擁有100多篇同行評審的出版物；她的高引用研究的質量和影響力通過多個大學和國際獎項得以證明。作為一名前高中數學教師，Katie與預服務和實踐的小學和中學教師的合作工作不斷尋求對改善數學教學法產生影響，以更好地為學生未來做好準備。