STEAM education is intended to integrate a creative and aesthetic dimension into STEM education. By drawing on John Dewey’s philosophy of aesthetic experience and by exploring a simple mathematical problem (Is the graph of a given function increasing at a given point?), I argue that STEM education already has an aesthetic dimension inherent within it. Furthermore, I argue that by recognizing this dimension of STEM curricula, STEM teachers will more easily be able to facilitate aesthetic experiences for their students.
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Zimmerman, Aaron S.
"The STEAM Inherent in STEM: A Mathematical Example,"
The STEAM Journal:
1, Article 13.
Available at: http://scholarship.claremont.edu/steam/vol3/iss1/13