Contributors to the iSTEM (Integrating Science, Technology, Engineering, and Mathematics) department share ideas and activities that stimulate student interest in the integrated fields of science, technology, engineering, and mathematics (STEM) in K–grade 6 classrooms. This article is a comprehensive Earthquake Engineering activity that includes the Designing an earthquake-resistant building problem. The task was implemented in sixth-grade classes (10–11-year-olds). Students applied engineering design processes and their understanding of cross-bracing, tapered geometry, and base isolation to create numerous structures, which they tested on a “shaker table.”

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Contributor Notes

Lyn D. English, l.english@qut.edu.au, is a professor of STEM in education at Queensland University of Technology, Australia. Her interests include STEM curriculum integration, data modeling, engineering education, and problem solving.

Donna T. King, d.king@qut.edu.au, is a senior lecturer at Queensland University of Technology in Brisbane. Her interests include teaching science education to preservice teachers and engaging elementary school students in STEM education.

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

(Corresponding author is English l.english@qut.edu.au)(Corresponding author is King d.king@qut.edu.au)(Corresponding author is Kurz terri.kurz@asu.edu)
Teaching Children Mathematics

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