PERFORMANCE OF GRADE-11 SCIENCE TECHNOLOGY ENGINEERING

MATHEMATICS (STEM) STUDENTS IN CALCULUS

AT CEBU TECHNOLOGICAL UNIVERSITY
SCHOOL YEAR 2017-2018

A Research Paper
Presented to the Faculty
Of the Teacher Education Department
Cebu Technological University
Carmen Campus
Carmen, Cebu

In Partial Fulfilment
of the Requirements for the Degree
Bachelor of Secondary Education
Math Major 3220 (Action Research)

Ursolon, Justine E.
Group Facilitator
Adlaon, Lewelyn A. Monruid, Aibe M.
Bongalon, Bryan G. Montecillo, Weiza F.
Delante, Marc M. Rom, Christy G.
Molit, Gwen Stephanie A. Roflo, Eva Letesha M.
Tamundoc, Jenler T.

April 2018
 APPROVAL SHEET
This research paper entitled “PERFORMANCE GRADE-11 SCIENCE
TECHNOLOGY ENGINEERING MATHEMATICS (STEM) STUDENTS IN
CALCULUS AT CEBU TECHNOLOGICAL UNIVERSITY SCHOOL YEAR
2017-2018” prepared and submitted by Ursolon, Justine, E., et al., of Bachelor of
Secondary Education Major in Mathematics, has been hereby ACCEPTED.

MONINA COSTAN BABARAN, Ph.D.

Research Adviser
PANEL OF EXAMINERS

HERCULES E. MATA, Ed. D.

Chairman

HERMENIGELDA V. KIAMCO, Ph.D. MONINA C. BABARAN, Ph.D.

Member Member

ANNA MARIE C. NEIZ, M.A. Ed. EMARDY T. BARBECHO, M.A. Ed., ELT
Member Member
Accepted and approved in partial fulfilment of the requirements for the
degree Bachelor of Secondary Education.

Date of Oral Examination : April 19-20, 2018

Action Taken : PASSED

ANNA MARIE C. NEIZ, M.Ed. URSINA S. JUNTILLA, Ed.D.

Chairperson, Education Department Director, Teacher Education, Arts and
Sciences and Graduate School

GLORIA G. DELAN, M.Sci., Ed.D.

VP for R and OIC-Campus Director
 ACKNOWLEGDMENT

The researchers wishes to extend their heartfelt gratitude and appreciation

to all the persons who contributed a lot in this study. They are the following

persons responsible for the success of this study.

Foremost, to Gloria G. Delan, Campus Director, for allowing the

researchers to conduct this study.

To Dr. Ursina S. Juntilla, Director of Teacher Education, for taking part in

behalf of the Campus Director and for allowing the researchers to conduct a

study.

To Dr. Monina C. Babaran, the Research Adviser, for continuous support,

motivation, patience and immense knowledge. Her guidance helped the

researchers in all the time of research and writing the research paper.

To Dr. Hercules E. Mata, Dr. Hermenigelda V. Kiamco, Mr. Emardy T.

Barbecho, and Mrs. Anna Marie C. Neiz, who spared their precious time for the

improvement of the study.

To Mr.Bonifacio “Jojo” Amper, for allowing the researchers to conduct the

survey in his class.

To the Senior High School students of Cebu Technological University,

Carmen Campus, for the efforts and collaborative attitude with the researchers

as respondents in answering the survey questionnaires.

 To Ms. Quennie Rose L. Hinaloc, for giving the researchers the

opportunity to know the specific topic discussed in Basic Calculus of the

respondents.

To the Third year Bachelor of Secondary Education major in Mathematics,

for helping the researchers in validating the survey questionnaires.

To the parents, relatives and other families of the researchers, for

providing an unending support morally, emotionally and spiritually. The

researchers are also grateful to their friends who supported along the way.

Above all, to the Almighty God, for giving the researchers the wisdom,

knowledge, strength, courage, and enlightenment to push this study. And also,

for activating the minds of the researchers to generate many essential ideas and

for the spiritual guidance.

The Researchers
 DEDICATION
This humble piece of work was dedicated to the researchers’ beloved
parents, relatives, other families and friends.

Mr. and Mrs. Clarito M. Ursolon

Mrs. Liza A. Adlaon
Mrs. Melva G. Bongalon
Mrs. Melsa M. Delante
Mrs. Thelma A. Molit
Mr. and Mrs. Vicente H. Monruid
Mr. Pierrie Valmond R. Aribal
Mrs. Vergie M. Roflo
Mr. and Mrs. Alberto G. Rom
Mr. Jesson T. Tamundoc

From,
Justine
Lewelyn,
Bryan
Marc
Gwen Stephanie
Aibe
Weiza
Eva Letesha
Christy
Jenler
 ABSTRACT

This study aimed to determine the performance of the Grade-11 Senior High

School students at Cebu Technological University – Carmen Campus in School

Year 2017-2018 in the academic discipline of Basic Calculus. The researchers

used descriptive method with the researchers’ made-test as main tool for

gathering data. In analyzing and interpreting the data, statistical measures were

used. These included the simple percentage, weighted mean, and simple mean.

The results showed that the students’ performance in Basic Calculus were Very

Satisfactory with an average weighted mean of 10.59. The researchers

recommended in honing, motivating and enhancing the interest of the students’

problem solving skills towards Basic Calculus. The Senior High School students

must develop a good study habit to improve their performance.

 TABLE OF CONTENTS

Title Page i
Approval Sheet ii
Acknowledgment iii
Dedication v
Abstract vi
Table of Contents viii
List of Tables
xi
List of Figures xii
List Appendices xiii
CHAPTER 1 THE PROBLEM AND ITS SCOPE
Introduction 1
Rationale of the Study 1
Theoretical Background of the Study 3
Schema of the Study 6
THE PROBLEM 7
Statement of the Problem
7
Significance of the Study 8
Scope and Limitations of the Study 9
RESEARCH METHODOLOGY 10
Research Environment 10
Research Respondents 11
Research Instruments 12
Gathering of Data 12
Statistical Treatment 13
 Scoring Procedure 15
Definition of Terms 16

CHAPTER 2 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Profile of the Respondents 18
Age of respondents 18
Gender of the Respondents 19
Performance in Solving Basic Calculus Problems 20
CHAPTER 3 SUMMARY OF FINDINGS, CONCLUSIONS AND
RECOMMENDATIONS

SUMMARY OF FINDINGS 23
Conclusions 24
Recommendations 24
REFERENCES 25
APPENDICES 26
CURRICULUM VITAE 36
 LIST OF TABLES

TABLE TITLE PAGE NUMBER

1 Number of Respondents 11

2 Parameter of Limits 15

3 Age of Respondents 18

4 Gender of Respondents 19

5 Performance of the Respondents 20

in Basic Calculus
 LIST OF FIGURES

FIGURE TITLE PAGE NUMBER

1 Schema of the Study 6

 LIST OF APPENDICES

APPENDIX TITLE PAGE NUMBER

A Letter to the Campus Director 27

of Cebu Technological University,
Carmen Campus

B Letter to the Respondents 28

C Researchers’ Made Test 29

D Photo Documentations 31
 CHAPTER 1

THE PROBLEM

INTRODUCTION

Academic Performance refers to how students deal with their studies and

how long they cope with or accomplish different task given to them by their

teachers. It is the ability to study and remember facts and the capability to

communicate acquired knowledge verbally or down on paper, which are

commonly measured by the examination results. One of the academic

performances of the students that need to be assessed is in Calculus. It is a

branch of Mathematics concerned with the calculation of instantaneous rates of

change (Differential calculus) and the summation of the infinitely many small

factors to determine some whole (Integral Calculus). It is required to students

who are planning to take courses in the Science Technology Engineering and

Mathematics discipline. It also helps build their scientific comprehension in

relevant to the real world task. In fact, calculus can be used in a lot of ways and

application. It is used to create mathematical models in order to arrive into an

optimal solution. Thus, it has a huge role not only in the four corners of the room

but also in the outside of the classroom.

With the concepts of Calculus, it’s easy to understand its relationship

between things and how one thing changing affects something else. By studying

these, you can seemingly ends up explaining the real world in which broaden its
concepts in finding the maximums or minimums (maximum profit, traffic flow,

output, or minimize cost, personnel, or material) that are useful every day in a

large number of fields including economics, social sciences, business

management and game theory application. The students’ performance

(academic achievement) plays an important role in producing the best quality

graduates who will become great leader and manpower for the country; thus,

responsible for the country’s economic and social development (Ali et. al, 2009).

The low-level of success of students in Mathematics have long been a

concern. Leongson (2003) revealed that Filipino students excel in knowledge

acquisition but fare considerably low in lessons requiring higher order thinking

skills. The condition is an evident in the low performance of the students in

National and International surveys on Mathematics and Science competencies.

As such, several interventions have been used to modify performance. These

interventions have focused on specific areas that are believed to be linked to

Calculus success.

Since the latest curriculum adapted by our educational system today is K-

12 curriculum, the selected Grade-11 STEM students engage in Calculus as one

of their discipline. The researchers evaluated the performance of the students

and how strong is their foundation towards Basic Calculus.

Theoretical Background of the Study

Burner's Constructivist theory in the symbolic stage, knowledge is stored

primarily as words, mathematical symbols, or in other symbol systems. Burner's

Constructivist theory suggests it is effective when faced with new material to

follow a progression from enactive to iconic to symbolic representation; this holds

true even for adult learners. This theory is useful in teaching mathematics which

is primarily conceptual, as it begins with a concrete representation and

progresses to a more abstract one. Initially, the use of manipulative in the

enactive stage is a great ways to "hook" students, who may not be particularly

interested in the topic.

Furthermore, Bruner's theory allows teachers to be able to engage all

students in the learning process regardless of their cognitive level of the concept

at the moment. While more advanced students may have a more well-developed

symbolic system and can successfully be taught at the symbolic level, other

students may need other representations of problems to grasp the material.

Calculus, branch of mathematics concerned with the calculation of

instantaneous rates of change (Differential Calculus) and the summation of the

infinitely many small factors to determine some whole (Integral calculus). It is

how the basic entry point for anyone wishing to study physics, chemistry, biology,

economics, finance, or actuarial science (John L. Berggren). The Calculus was

the first achievement of modern Mathematics and it is difficult to overestimate its

importance. It defines more clearly than anything else the inception of modern

Mathematics, and the system of mathematical analysis, which is its logical

development, still constitutes the greatest technical advance in exact thinking

(John von Neumann).

STEM is a curriculum based on the idea of educating students in four

specific disciplines- Science, Technology, Engineering and Mathematics- in an

interdisciplinary and applied approach rather than teach the four disciplines as

separate and discrete subjects, STEM integrates them into a cohesive learning

paradigm based on real world applications.

Despite robust progress toward equity, gender disparities continue to be a

defining characteristics of STEM education. Achievement is commonly measured

with standardized test scores and course grades in Math and Science. Studies

have long shown that female students’ Math and Science grades are equal to or

better than those of their male classmates throughout elementary and secondary

school (Kenney-Benson et al. 2006, Shettle et al. 2007). Early studies of

standardized performance also showed gender disparity, or a slight female

advantage, in basic computation and understanding of math concepts throughout

grades in K-12 (Hedges and Nowell 1995, Hyde et al. 1990a). Yet gender gaps in

three aspects of achievement dominate the perception of gender and STEM and

are often cited as evidence of innate male superiority in STEM education (Correll

2001, Hyde 2005, Nosek et al. 2002) : (a) male advantage in complex problem-

solving skills during high school (Hyde et al. 1990a), (b) greater variability in

males test scores and a resulting preponderance of boys among the highest

scores (Ellison and Swanson 2010, Hedges and Nowell 1995, Penner 2008,
Penner and Paret 2008, Robertson et al. 2010, Wai et al. 2010, Linn and

Peterson 1985, Spelke 2005).

Recent analyses challenge the ideas that the observed gender gaps in

STEM achievement are immutable and that they are socially significant. There

has been a secular decline in the overrepresentation of males in the upper tail of

the achievement distributions (Hyde and Mertz 2009, Hyde et al. 2008, Lindberg

et al. 2010) and the presence and size of the upper tail disparity vary

substantially across countries , race and SES (Penner 2008, Penner and Paret

2008). In-depth studies of spatial abilities document female (as well as male)

advantages on specific tasks, that all gaps are consistently small, and that

performance on all tasks is sensitive to training (Halpern et al. 2007, Hyde 2005,

Spelke 2005). The social significance of the documented gender disparities in

achievement remains unclear, as these disparities have limited power to explain

disparities in STEM participation (Weinberger 2005, Xie and Shauman 2003).

Commonly used standardized tests maybe poor instruments in measuring

gender differences in STEM aptitude (Gallagher et al. 2002, Halpern 2002),

because research suggest that item content may bias the scores (Chipman

2005, Spelke 2005) and that such test have limited power to predict actual task

performance and potential influence of Math or Science achievement in relation

to achievement in other domains (Lubinski and Benbow 2006, Riegle-Crumb et

al. 2012, Wang et al. 2003, Xie et al. 2015).

 Theories

Bruner’s Constructivist Theory

Inputs Process Output

1. Profile of the Analysis of inputs  Performance of
Respondents in; through: the respondents in
1.1 Gender Basic Calculus
 Researchers’
1.2 Age  Recommendations
made-test
2. Respondents’
Performance in  Researchers’
Basic Calculus validity test
3. Proposed  Data Analysis
Recommendations  Interpretation
 Statistical
computation

Figure 1. Schema of the Study

 THE PROBLEM

This study evaluated the performance among Grade-11, Science

Technology Engineering Mathematics, Senior High School students at the Cebu

Technological University- Carmen Campus, Academic Year 2017-2018.

Statement of the Problem

Specifically, it sought to answer the following questions:

1. What is the profile of the students as to:

1.1 age; and

1.2 gender?

2. What is the performance of the students in Basic Calculus?

3. Based on the findings, what recommendations can be proposed?

Significance of the Study

This study is greatly beneficial to the following sectors:

School Administrators. Outcomes of this study will serve as basis in evaluating

the performance of the teacher in teaching Calculus as it reflect to the learning of

the learners.

Senior High School Professors. They will be encouraged to hone, enrich and

refine their professional skills in teaching Calculus.

Parents. They will strengthen the discipline and guide their children in their study

habits.

Students. This will help the students enhance their knowledge and learning

styles, develop conceptual understanding and computational skills in solving

problems in Calculus.

Researchers. This will help them find out some strategies in enhancing their

skills in solving problems in Basic Calculus.

Future Researchers. The output of this study will certainly help and serve as a

reference for the future researchers.

Scope and Limitation of the Study

This study covered the Grade-11 Senior High School students of Cebu

Technological University, Carmen Campus school year 2017-2018. All 41

students were used as a sample population in conducting the survey. The scope

of the study focused on the ability and problem solving skills of the students in

dealing Basic Calculus. Its main purpose is to determine and assess the

students’ performance regarding this problem.

This is a one shot study. As of the results, it cannot guarantee stability.

The findings that may obtained from this study may not be the same as in the

future.
 RESEARCH METHODOLOGY

RESEARCH DESIGN

Research Environment

This study was conducted in Cebu Technological University Carmen

Campus situated at R.M. Durano Avenue Poblacion, Carmen, Cebu

Research Respondents

The respondents of the study were the Senior High School STEM Strand

of Cebu Technological University, Carmen Campus. There was only one section

having a total population of 41 students. The respondents were identified through

stratified sampling.

Table 1 showed that there were 18 male respondents comprising 56% and

23 female respondents comprising 44% of the sample population.

MALE FEMALE TOTAL

N % n % N %

18 56 23 44 41 100

TABLE 1

Number of Respondents

Research Instruments
 The researchers formulated a researchers’ made-test as an instrument in

gathering data. The tests were focused on challenging the higher order thinking

skills of the Senior High School students STEM Strand of Cebu Technological

University, Carmen Campus in solving problems in Basic Calculus. Before giving

the test to the respondents, the research adviser reviewed it first. The main goal

of the researchers’ made-test was to determine the performance of the

respondents.

As the research adviser reviewed the test, validity test among the third

year Bachelor of Secondary Education Major in Mathematics students of Cebu

Technological University, Carmen Campus was conducted.

Gathering of Data

The researchers requested authorization from the Campus Director to

carry out the research study. The researchers’ made-test was reviewed by the

research adviser. Researchers’ made-test was then administered to the

respondents. The tests were retrieved, tallied, tabulated, computed, analyzed,

and interpreted.

Statistical Treatment
 The study used descriptive method. Statistical treatment used were

Simple Percentage and Weighted Mean.

1. Simple Percentage. This is used to determine the percentage of the

number of each gender from the total population of the respondents. The formula
is:
f
P = x 100
n

where:

p = percentage

f = frequency

n = total number of cases

Note: 100 is constant which means by the hundreds.

2. Weighted Mean. This is used in determining the extent of performance

of the respondents in solving Calculus problems. The formula is:

∑ wi x i
X́ =
∑ wi

where:

w i=weight of each item

x i=¿value of each item

X́ = mean

∑ ¿summation notation
 Table 2

Parameter of Limits

Score Descriptive Rating Verbal Rating

81% - 100% Outstanding When student obtained

a score of 80 % to 100%.

61% - 80% Very Satisfactory When student obtained

a score of 60% to 79%.

41% - 60% Satisfactory When student obtained

a score of 40% to 59%.

21% - 40% Fair When student obtained

a score of 20% to 39%.

0% - 20% Developing When student obtained

a score of 0% to 19%.

DEFINITION OF TERMS

In order to had a better understanding and clarity of the study, the following terms

were defined operationally:

 Calculus. The branch of Mathematics that dealt with the way that

relations between certain sets (functions) that are affected by very small changes

in one of their variables (independent variable) as they approaches to zero. It

also dealt with the properties of derivatives and integral of functions.

K-12 Curriculum. This program covered Kindergarten and 12 years of

Basic Education (six years of primary education, four years of junior high school,

and two years of senior high school) to provide sufficient time for mastery of

concepts and skills.

STEM. This strand belonged to the Academic Track.

Respondents. They were the Grade-11 Senior High School Students on

school year 2017-2018.

Performance. This referred to the knowledge of skills of the senior high

school students in Calculus.

Stratified Sampling. It referred to a type of sampling method. This was

the sampling method used by researchers in obtaining the sample population.

Validity Test. It was conducted among the third year Bachelor of

Secondary Education major in Mathematics students of Cebu Technological

University, Carmen Campus.

CHAPTER 2

PRESENTATION, ANALYSIS AND INTERPRETATIONOF DATA

 In this chapter, the presentation, analysis and interpretation of data were

described, particularly gathered by the researchers in connection to the

questions in the statement of the problem.

The first section presented the respondents’ profile such as their ages and

gender. In the second section, showed the performance of the respondents in

Basic Calculus.

PROFILE OF THE RESPONDENTS

This table showed the respondents’ profile in terms of their age and

gender.

TABLE 3

AGE

Age Male Female Total

Frequenc
% Frequency % Frequency %
y
16 1 6 3 13 4 10
17 13 72 15 65 28 68
18 2 11 5 22 7 17
19 2 11 0 0 2 5
Total 18 100 23 100 41 100

Average 17.28 17.09 17.19

As shown in the Table 3, majority of the respondents’ aged 17 which was

68% (28) of the total respondents. This implied that majority of the students have
aged appropriate for their year level. Based on the table, respondents’ aged of 16

occupied 10% (4), aged of 18 occupied 17% (7) and aged of 19 occupied 5% (2).

However, the male respondents had an average age of 17.28 while that of

female had an average of 17.09. The total average of the respondents were

17.19.

TABLE 4

GENDER

MALE FEMALE TOTAL

Frequency % Frequency % Frequency %

18 44 23 56 41 100

Table 4 showed that majority of the respondents were female.

PERFORMANCE IN SOLVING THE BASIC CALCULUS

 This table showed the performance of the respondents in solving the

Basic Calculus problems.

TABLE 5

  RESPONDENTS

SCORES FREQUENCY (f) PERCENTAGE (%)

15 2 5
14 2 5
13 7 17
12 8 20
11 3 7
10 5 12
9 5 12
8 4 10
7 1 2
6 2 5
5 2 5
TOTAL 41 100
 
AVERAGE MEAN
10.59 
PERFORMANCE OF THE RESPONDENTS IN CALCULUS

As showed in Table 5, the respondents got a higher weighted mean of

10.59 which was very satisfactory based on the interpretation of the parameter of

limits.

CHAPTER 3
 SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION

This chapter showed the findings, conclusions and recommendations

based on the data analyzed.

Summary of Findings

 There were 23 females which was about 56% of the total respondents and 18

male respondents which was 44% of the total respondents.

 Six percent (6%) of the male respondents were 16 years old, seventy-two

percent (72%) were 17 years old, and eleven percent (11%) were both 18 and

19 years old. For the female respondents, there were thirteen percent (13%)

with age of 16 years old, sixty-five percent (65%) were 17 years old, twenty-

two percent (22%) were 18 years old, and no female respondents with an age

of 19 years old.

 For the students’ performance in solving Basic Calculus problems, the

respondents got an average weighted mean 10.59 which was seventy-one

percent (71%) and was interpreted as Very Satisfactory.

CONCLUSION
 Based on the findings of the study, the following conclusions were

formulated:

 The students’ performance were Very Satisfactory in solving

problem in Basic Calculus.

RECOMMENDATIONS

Based on the findings, the following recommendations were hereby

suggested:

 Motivates and enhance the interest of the students in calculus. As

well as, hone their skill in solving Calculus problems.

 The students must develop a good study habits in solving problems

in Basic Calculus.

REFERENCES
A. Published Material

Correll SJ.2001. Gender and the career choice process: the role of biased
self assessments. Am.J.Sociol.106:1691–730

Ellison G, Swanson A.2010. The gender gap in secondary school

mathematics at high achievement levels: evidence from the American
mathematics competitions. J.Econ.Perspect.24:109–28

Hedges LV, Nowell A.1995. Sex differences in mental test scores,

variability, and numbers of high-scoring individuals. Science269:41–45

Hyde JS. 2005. The gender similarities hypothesis. Am.Psychol.60:581–

92

Hyde JS, Fennema E, Lamon SJ.1990a. Gender differences in

mathematics performance: a meta-analysis.Psychol.Bull.107:139–55

Kenney-Benson GA, Pomerantz EM, Ryan AM, Patrick H.2006. Sex

differences in math performance: the role of children’s approach to school
work. Dev.Psychol.42:11–26

Linn MC, Petersen AC.1985. Emergence and characterization of sex

differences in spatial ability: a meta-analysis. Child Dev.56:1479–98

Nosek BA, Banaji MR, Greenwald AG.2002. Math=male, me=female,

therefore math=me.J.Personal.Soc.Psychol.83:44–59

Penner AM. 2008. Gender differences in extreme mathematical

achievement: an international perspective on biological and social factors.
Am.J.Sociol.114:S138–70

Penner AM, Paret M. 2008. Gender differences in mathematics

achievement: exploring the early grades and the extremes.
Soc.Sci.Res.37:239–53

Robertson KF, Smeets S, Lubinski D, Benbow CP.2010. Beyond the

threshold hypothesis: Even among the gifted and top math/science
graduate students, cognitive abilities, vocational interests, and lifestyle
preferences matter for career choice, performance, and persistence. Curr.
Dir. Psychol. Sci.19:346–51
 Spelke E. 2005. Sex differences in intrinsic aptitude for mathematics and
science? A critical review. Am.Psychol.60:950–58

Wai J, Cacchio M, Putallaz M, Makel MC. 2010. Sex differences in the

right tail of cognitive abilities: a 30-year examination. Intelligence. 38:412–
23
Brahier, Daniel J. (2009). Teaching Secondary and Middle School
Mathematics . Pearson Education, Inc.

B. Unpublished Material

Cruz, Wendell Dann M.,et. al. (2017). Performance of Selected Senior High

School Students (Grade 11) Science Technology Engineering Mathematics

(STEM) Track in Calculus on Cebu Technological University-Carmen Campus

Carmen, Cebu Academic Year (2016-2017)

Mata, Hercules E. (1989). Type of Fishing Gear and the Income Small Scale

Fishermen in Daanbantayan, Cebu: Their Relationship And Implications.

Paterna, Annalie D., et. al. (2013). Students’ Performance on Mathematics

Departmental Examination: Basis for Math Intervention Program

Andaya, Olive Joy F. (2014). Factors that affect Mathematics Achievements of

the Philippine Normal University, Isabela Campus

C. Internet Sources

www.en.m.wikipedia.org

http://betterexplained.com

www.teach-nology.com

www.coursera.org

www.enotes.com

www.citeseerx.ist.psu.ed

http://www.merriam.webster.com/dictionary/calculus

http://www.britannia.com/topic/calculus-mathematics

www.livescience.com/4296-what-is-stem-education.html/

https://bruners-stages.wikispaces.com/Bruner's+Stages+of+Representation
APPENDICES