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This STEM activity uses the latest technology, three-dimensional printing, in an elementary school after-care setting. The authors explain the need to develop more childhood STEM-focused activities and reflect on lessons learned. Contributors to the iSTEM (Integrating Science, Technology, Engineering, and Mathematics) department share ideas and activities that stimulate student interest in integrated STEM fields in K–grade 6 classrooms.

Supplementary Materials

    • Supplemental Materials (PDF 154 KB)

Contributor Notes

Nataly Z. Chesky is an assistant professor in the Department of Teaching and Learning at the University of New York at New Paltz. Her main teaching focus is the teaching and learning of mathematics and technology; however, her graduate teaching centers around the sustainability of STEM education. Her research interests range from topics in the philosophy of mathematics education to the critical analysis of STEM education policies and how they are disseminated for public consumption

Lyndsey Wells,, works as an educational technology specialist for K–grade 5 in Millbrook, New York. She is interested in supporting educators who wish to implement STEAM practices within their classroom.

Edited by Melissa M. Soto,, an assistant professor of mathematics education in the School of Teacher Education at San Diego State University; and Mollie H. Appelgate,, a mathematics teacher educator at Iowa State University in Ames.

(Corresponding author is Wells author is Soto
Teaching Children Mathematics


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