When Technology and Design Education is Inhibited by Mathematics

Authors

  • Ken S. Gibson Stranmillis University College, Belfast
  • Irene Bell Stranmillis University College, Belfast

Keywords:

STEM, technology and design, attitudes, mathematics, pedagogy

Abstract

This paper explores the attitude to Mathematics of B.Ed. (Post-primary) Technology and Design student teachers, in Northern Ireland, and is located within the context of ‘STEM’ (Science, Technology, Engineering and Mathematics). The aim of the research is to consider whether students’ attitude to Mathematics is different when the subject content is presented within or outside their own subject area. Technology and Design provides both ‘purpose’ and ‘utility’ to the delivery of Mathematics. Based on the results of an attitudinal questionnaire and focus group interviews it has been concluded that there must be corporate responsibility for the teaching and delivery of Mathematics. Those involved in teaching Mathematics, whether directly or indirectly through a different subject area, must not only be knowledgeable in subject content and its associated pedagogy, but ideally convey a positive attitude towards Mathematics.

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Published

2011-11-09

How to Cite

GIBSON, K. S.; BELL, I. When Technology and Design Education is Inhibited by Mathematics. Design and Technology Education: An International Journal, [S. l.], v. 16, n. 3, p. 28–39, 2011. Disponível em: https://openjournals.ljmu.ac.uk/DesignTechnologyEducation/article/view/1705. Acesso em: 21 dec. 2024.

Issue

Vol. 16 No. 3 (2011): Design and Technology Education: An International Journal

Section

Research

License

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

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