STEAM-sensitized Mathematics Education - Rijal, Madan
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Crossing the boundary of disciplinary egocentrism, the STEAM approach in our pedagogical practice would allow our learners to engage actively in learning environment. This approach creates a kind of maker space station for our learners and empower them to construct knowledge rather than acting as a mere receivers of transmitted textual knowledge in decontextualized environment. Particularly, from mathematics education perspective, it allows learners to see the use of mathematical concepts in our real-world practice in person. This assists our learners to experience the inter- and…mehr

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Produktbeschreibung
Crossing the boundary of disciplinary egocentrism, the STEAM approach in our pedagogical practice would allow our learners to engage actively in learning environment. This approach creates a kind of maker space station for our learners and empower them to construct knowledge rather than acting as a mere receivers of transmitted textual knowledge in decontextualized environment. Particularly, from mathematics education perspective, it allows learners to see the use of mathematical concepts in our real-world practice in person. This assists our learners to experience the inter- and intra-connections of various disciplines and creates a kind of blur situation of disciplines and continuously discourages our compartmentalized approach of pedagogy.
Autorenporträt
Ich bin ein MPhil-Absolvent in STEAM Education und Gastdozent an der Kathmandu University, School of Education. Daneben bin ich seit mehr als einem Jahrzehnt als Mathematiklehrer an verschiedenen akademischen Institutionen tätig.