Using an Alternative Conceptualization of STEM to Design an Engineering and Mathematics Instructional Sequence

Recent standards reforms in the USA such as the Next Generation Science Standards and Common Core State Standards for Mathematics (CCSSM) encourage integration of engineering and technology in science and mathematics classrooms. This chapter presents the design and development of an engineering-based mathematical instructional sequence that is a part of a larger design research study that explores the notion of authentic STEM integration in middle school classrooms. The design of the instructional sequence is situated within the tenets of Systems Thinking as a way to reimagine existing relationships between different STEM disciplines. Students explore the design of a residential community and emulate the design process that architects follow in the real-world. The engineering problem is intentionally designed to encourage the students to explore mathematical concepts mainly parallel lines and angles. The design also utilizes the findings from a pre-implementation interview of select students from the classroom and existing knowledge of students’ conceptions of parallel lines, angles and engineering thinking. This chapter provides a framework for teachers and instructional designers to authentically use engineering problems to stimulate students’ mathematics thinking.