Integrating design thinking into e-learning activities in mathematics for STEM students

Abstract

Design thinking is a human-centered decision-making approach that emphasizes empathy, problem definition, ideation, prototyping, and testing. It is gradually gaining recognition for its potential to deepen the understanding of mathematical concepts through problem-solving from a user-oriented lens. Integrating design thinking into e-learning activities in mathematics for STEM students promotes a transformative strategy for delivering content and enhancing students’ engagement with mathematical concepts, which could influence their educational experiences and academic performance. To contribute to the growing body of literature on the application of design thinking in education, this qualitative case study examined how STEM senior high school students from a private institution in the Philippines engaged with design thinking integrated e-learning activities focused on conic sections. The investigation reveals that the e-learning activities motivated students to utilize design skills and apply mathematical concepts to solve problems. Students also developed a better appreciation for e-learning. The findings highlight the studentsʼ creativity and resourcefulness in problem-solving, which are skills that are crucial in STEM fields. Insights from this study could guide educators and instructional material developers in conceptualizing e-learning activities in mathematics and other disciplines. Furthermore, it offers strategies for effectively integrating design thinking into instructional practices in STEM education.