Investigating bridge design

Author: Lukas J. Hefty
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Teachers making the transition to integrated, student-centered science instruction benefit from sharing resources, and this bridge design unit offers one example. The unit uses the engineering design process to give students time to develop critical thinking skills while helping teachers assess understanding of science and mathematics content. Each month, iSTEM (Integrating Science, Technology, and Engineering in Mathematics) authors share ideas and activities that stimulate student interest in integrated STEM fields in K–grade 6 classrooms.

Supplementary Materials

    • Supplemental Materials (PDF 109 KB)

Contributor Notes

Lukas J. Hefty, heftyl@pcsb.org, is the Engineering Magnet Coordinator at Douglas L. Jamerson Jr. Elementary School Center for Mathematics and Engineering, in Pinellas County, Florida. He is interested in the benefits of integrated mathematics and science instruction.

Edited by Terri L. Kurz, terri.kurz@asu.edu, who teaches mathematics and mathematics methodology at Arizona State University at the Polytechnic campus in Mesa

Bahadir Yanik, hbyanik@yahoo.com, who teaches at Anadolu University in Eskisehir, Turkey.

(Corresponding author is Hefty heftyl@pcsb.org)(Corresponding author is Kurz terri.kurz@asu.edu)(Corresponding author is Yanik hbyanik@yahoo.com)
Teaching Children Mathematics

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