| Abstrakt: |
The purpose of this study is to analyze the composition of STEM elements in the exhibits of mathematics museums, and to examine whether the museums are delivering a balanced, culturally relevant, and comprehensive mathematics learning experience to students. To overcome an equity issue, South Korea established twenty math museums with purpose of providing equitable access to students in rural areas. Eight mathematics museums' exhibits, including MoMath as representative model of math museums, were classified and compared. MoMath's exhibits overall provide a comprehensive experience to student by considering all integrated STEM elements, whereas it was revealed that the exhibits of Korean math museums are skewed towards a small number of specific elements. [ABSTRACT FROM AUTHOR] |
