Developing and applying quantitative skills maps for STEM curricula, with a focus on different modes of learning
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Jackie Reid [1] ; Janelle Wilkes [1]
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[1] University of New England
University of New England
Australia
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- Localización: International journal of mathematical education in science and technology, ISSN 0020-739X, Vol. 47, Nº. 6, 2016, págs. 837-852
- Idioma: inglés
- DOI: 10.1080/0020739x.2016.1144814
- Texto completo no disponible (Saber más ...)
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Resumen
Mapping quantitative skills across the science, technology, engineering and mathematics (STEM) curricula will help educators identify gaps and duplication in the teaching, practice and assessment of the necessary skills. This paper describes the development and implementation of quantitative skills mapping tools for courses in STEM at a regional university that offers both on-campus and distance modes of study. Key elements of the mapping project included the identification of key graduate quantitative skills, the development of curriculum mapping tools to record in which unit(s) and at what level of attainment each quantitative skill is taught, practised and assessed, and identification of differences in the way quantitative skills are developed for on-campus and distance students. Particular attention is given to the differences that are associated with intensive schools, which consist of concentrated periods of face-to-face learning over a three-four day period, and are available to distance education students enrolled in STEM units. The detailed quantitative skills mapping process has had an impact on the review of first-year mathematics units, resulted in crucial changes to the curriculum in a number of courses, and contributed to a more integrated approach, and a collective responsibility, to the development of students' quantitative skills for both face-to-face and online modes of learning.
