Problematizing teaching and learning mathematics as "given" in STEM education
https://doi.org/10.1186/s40594-019-0197-9

This article calls for two shifts in mathematics education: (1) to reframe mathematics, and all of STEM as a sense-making activity rather than a body of content to be learned, or practices to engage in and (2) to simultaneously focus on how students experience the discipline. The TRU Framework (Schoenfeld, 2019) is presented as a tool to assess classroom instruction towards these means.

Suggested Citation

Li, Y., & Schoenfeld, A. H. (2019). Problematizing teaching and learning mathematics as "given" in STEM education. International Journal of STEM Education 6(44).