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Applying mathematical concepts with hands-on, food-based science curriculum
Ashley T Roseno1, Virginia G Carraway-Stage2, Callan Hoerdeman3
1Nutrition Science and Adult Education Graduate Student, East Carolina University, 261 Rivers Building, Greenville, NC 27834, 252-328-1681 office, 252-328-4276 fax, rosenoa07@students.ecu.edu.
School Science and Mathematics
|October 24, 2015
Summary
The FoodMASTER Initiative improved fourth-grade students' math skills using food-based lessons. This approach enhances quantitative literacy, preparing students for adult success.
Area of Science:
- STEM Education
- Curriculum Development
Background:
- American students exhibit lower performance in primary mathematics.
- This deficiency hinders the development of essential quantitative literacy skills for adult success.
Purpose of the Study:
- To analyze the impact of the FoodMASTER Intermediate curriculum on fourth-grade students' mathematics knowledge.
- To assess the effectiveness of a food-based curriculum in improving mathematical understanding.
Main Methods:
- A researcher-developed mathematics knowledge exam was administered to students exposed to the FoodMASTER curriculum (Intervention group, n=288) and a control group (n=194).
- The FoodMASTER curriculum utilizes familiar food-related contexts to teach mathematics and science concepts.
Main Results:
- A significant increase in mathematics knowledge was observed from pre-test to post-test in students who participated in the curriculum.
- The intervention group demonstrated greater improvement in mathematical understanding compared to the control group.
Conclusions:
- Food-based science activities provide a practical context for applying mathematical concepts.
- The FoodMASTER approach is effective in enhancing students' mathematics knowledge and fostering quantitative literacy.
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