The Future of Education

Edition 14

Accepted Abstracts

Arts and STEM for Social Inclusion

Michela Tramonti, Institute of Mathematics and Informatics - Bulgarian Academy of Science (Bulgaria)

Abstract

According to the report of the European Agency for Development in the Special Needs Education "Profile of inclusive teachers" in 2012, the inclusive teaching approaches are relevant for supporting better the students with special learning needs. In education, inclusive teaching and learning means that everyone is supposed to possess the same opportunity, without boundaries such as ethnicity, gender or disability. All students should feel valued, be able to mix and participate with all members of the group, and be in a safe and positive environment.
Currently, different pedagogical approaches are recognized as enhancers of social inclusion into the classroom, such as participated and collaborative methodology focused on the motivation improvement and emotional cognitive development through the use of different intelligences.
In this context, this paper describes two inclusive teaching and learning approaches which exploit the creativity and potentiality of use of the Arts for the STEM skill development. The first one aims to introduce the art-works in a defined pedagogical approach which follow the Singapore’s method structured into three phases (concrete, pictorial and abstract) for studying mathematics. It starts from a concrete phase in which students are called to make experience through the object manipulation up to reaching the abstract concept by recognizing and re-producing the mathematics formula studied through an art-work. In the second teaching approach the use of the art-works by the students is made through the development of mini-games settings and scenario. This last is a part of the project co-funded by European Commission under Eramus Plus programme.

Keywords: STEM, Learning by doing, Arts, Inclusive teaching;

References:
[1] Tarricone E.C.L. TIC e BES – La didattica inclusive con le tecnologie digitali, ebook, 2018.
[2] Sami F.The Singapore system: An example of how the US can improve its mathematics education system, MathATATYC Educator, n. Issue 3(2), pp.9-10, 2012.
[3] Ministry of Education Singapore, The Singapore Model Method for Learning Mathematics, Marshall Cavendish Education, pp. 1-13, 2009.
[4] Lamb, E. (2012). Bridging the Gap Between Math and Art. Retrieved February 15, 2019, from Scientific American:
http://www.scientificamerican.com/article/bridging-the-gap.
[5] Arnab S. et al. Framing the adoption of Serious Games in Formal Education. Electronic Journal of e-learning , 10 (2), 2012.
[6] Jonassen D. et al., Meaningful Learning with Technology. Merrill: Pearson, 2007.
[7] Jordan L, M. M. The effects of concrete to semi-concrete to abstract instruction in acquisition and retention of fraction concepts and skills. Learning Disabilities: a Multidicsiplinary Journal (9), 1998.
[8] Tsalapatas H., H. O. Serious game design for vehicular language learning addressing work needs. International Conference on Games and Learning Alliance, 2013.

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