Developing Mathematical Reasoning Using a STEM Platform

Abstract

An interdisciplinary laboratory activity involved modelling and interpreting the motion of a rolling ball through the lens of algebraic representation. It was conducted with a group (N = 24) of high school mathematics students. The participants used scientific methods to formulate an algebraic representation of a position for a rolling object on a horizontal surface. While traditional mathematical modelling activities are usually driven by provided data, the technique applied in this study is driven by the phenomenon itself, which serves as a means to verify if the derived algebraic function adheres to the observed behaviour. The results of the study showed that including scientific methods in mathematics interdisciplinary activities may serve as a means to activate, and stimulate, students' reasoning skills, and thus help them integrate the concepts of science and mathematics into a single coherent inquiry. While the study revealed benefits of using hypotheses in interdisciplinary activities, it also opened possibilities of utilizing interdisciplinary laboratories to improve students' mathematical thinking. Suggestions for instructional strategies, as well as suggestions for mathematics curriculum policy makers, are discussed.