ABSTRACT
This chapter deals with research and theory that address the demand for a new way of teaching, resources such as M. Larson and colleagues’ writings on teaching mathematics in accordance with mathematical practices. Good teaching creates in students a sense of need and a desire for learning and for learning more. Student development of Sustainability transdisciplinary education model (STEM) learning practices depends on student emersion in dynamic, critical thinking cultures. Students need to be immersed in a culture where skills for self-generated learning are nurtured and guided. Make the learning target clear from the onset and revisit those goals throughout a STEM task. Plan diagnostic assessments to gather data on student readiness for STEM tasks, and plan how students will be introduced to standards-based goals. Engage students in activities to assess the developmental level for STEM learning practices, and diagnose student ability to work with technology tools inherent in the task.
