Abstract
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.
DOI
10.5642/steam.20170301.13
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Zimmerman, Aaron S.
(2017)
"The STEAM Inherent in STEM: A Mathematical Example,"
The STEAM Journal:
Vol. 3:
Iss.
1, Article 13.
DOI: 10.5642/steam.20170301.13
Available at:
https://scholarship.claremont.edu/steam/vol3/iss1/13
Author/Artist Bio
Aaron Zimmerman is an Assistant Professor of Curriculum and Instruction in the College of Education at Texas Tech University. He is interested in teachers' classroom thinking and in how teachers connect different representations of knowledge and experience.