STEAM Camp: Teaching Middle School Students Mathematics and Coding through Digital Designs

Paper: Marja Bertrand (Western University) and Li Li (Western University)

Abstract

Mathematics and coding are inextricably linked. Coding is frequently used as a third language (along with oral and written language) to access mathematical concepts in K-12 mathematics education. To make mathematics and coding mutually supportive, a suitable pedagogical approach is required. To explore this concept further we researched the following question: How does digital design help young people learn about mathematics and coding? We facilitated a STEAM (Science, Technology, Engineering, Arts and Mathematics) Math camp for students in grades 5-8 in Ontario, Canada, and conducted a qualitative case study of this camp. A university research team, based in the Faculty of Education designed and facilitated this camp. There were 22 students registered in the STEAM camp, and 18 of them participated in the study. We gathered data from observations, interviews, and surveys, as well as images of the students’ work on the design project. The research team created activities that would promote equity, diversity, and inclusivity and improve the participation of all learners. Because the participants were recruited using online platforms the team anticipated a diverse group of students; it was important for activities to be inclusive with low entry and opportunities for enrichment. The main findings are that 1) the STEAM camp activities helped students gain a deeper understanding of both mathematics and coding; and 2) the design activities at the STEAM camp bridged students’ understanding of mathematical and coding concepts, making coding and mathematics mutually supportive. The findings of this research have implications for researching, designing, and implementing design projects as a pedagogical approach to teaching mathematics and coding, in order to optimize learning in mathematics as well as in other disciplines, in both in- and out-of-school contexts.