scholarly journals A Need Analysis For Developing Integrated Stem Course Training Module For Pre-Service Mathematics Teachers

2019 ◽  
Vol 8 (5C) ◽  
pp. 47-52
Keyword(s):  
Mathematics Teachers ◽  
Instructional Strategy ◽  
Structured Interview ◽  
Training And Development ◽  
Training Module ◽  
Knowledge For Teaching ◽  
Integrated Stem ◽  
Need Analysis ◽  
And Mathematics ◽  
University Lecturers

The purpose of this paper is to present the need to develop the integrated Science, Technology, Engineering and Mathematics (iSTEM) course training module for preparing the pre-service mathematics teachers’ readiness in teaching the iSTEM course in their future classroom instruction. In this paper, the researchers present the data for the study collected qualitatively using semi-structured interview questions. Purposive sampling was used in choosing 6 university lecturers in Nigeria for conducting the interview to identify and seek their insights regarding the need for iSTEM course training and module for teaching iSTEM course. An interview data collected was transcribed and inductively analysed using an exploratory content analysis approach in which five main themes have been identified, namely: (i) pedagogical knowledge; (ii) content knowledge; (iii) conception of the iSTEM; (iv) instructional strategy and (v) curricula knowledge for teaching iSTEM course. The results of this study indicated that all the six interview participants responded that they have no idea and had insufficient knowledge about the teaching of integrated STEM course. Moreover, the lecturers indicated that they were not exposed to the iSTEM course at all. The findings revealed that there is a need for the iSTEM course training and development of the iSTEM teaching module in helping the pre-service mathematics teachers’ readiness in teaching the iSTEM course. Based on the findings, the researchers recommended suitable iSTEM course training module to prepare the pre-service mathematics teachers’ readiness in teaching iSTEM course could be integrated into the teacher education curriculum in Nigeria.

scholarly journals A PRILIMINARY STUDY FOR THE NEED OF DEVELOPING INTEGRATED STEM COURSE TRAINING MODULE

2019 ◽  
Vol 4 (3) ◽  
pp. 62-65
Author(s):  
Usman Galadima ◽  
Zaleha Ismail ◽  
Norulhuda Ismail
Keyword(s):  
Content Analysis ◽  
Content Knowledge ◽  
Qualitative Data ◽  
Structured Interview ◽  
Training Module ◽  
Pedagogical Content ◽  
Integrated Stem ◽  
Analysis Strategy ◽  
Preliminary Study ◽  
University Lecturers

This preliminary study is conducted as a preamble for the need to develop the iSTEM course training module for preparing the pre-service mathematics teachers’ readiness in teaching the iSTEM course. Based on this preliminary study, the researchers were guided by the theory of constructivism learning and model of pedagogical content knowledge (PCK) in collecting the qualitative data for the need to develop iSTEM course training module using semi-structured interview questions. Thus, six university lecturers in Nigeria was purposefully choosing in conducting the preliminary interview in order to identify the need for iSTEM course training and module for teaching iSTEM course. The interview data collected by the researchers were inductively analysed using an exploratory content analysis strategy. The results of this study indicated that all the six interviewers’ participants revealed that there is a need for the development of iSTEM course training module. This study suggests that the iSTEM course training module should be integrated into the Nigerian educational curriculum for training the pre-service mathematics teachers’ readiness in teaching iSTEM course.

scholarly journals IDENTIFYING BARRIERS WHEN TEACHING SCIENCE AND MATHEMATICS IN LOW ECONOMY REGIONS: SWANSEA AND HAKKARI AS CASE STUDIES

2019 ◽  
Vol 18 (6) ◽  
pp. 848-865
Author(s):  
Mukadder Baran
Keyword(s):  
Science Teachers ◽  
Mathematics Teachers ◽  
Methodological Approach ◽  
Structured Interview ◽  
Pedagogical Issues ◽  
Teaching Process ◽  
Case Research ◽  
Upper Secondary ◽  
And Mathematics ◽  
Science And Mathematics Teachers

The purpose of this research was to identify the barriers that upper-secondary school science and mathematics teachers face during the teaching process in economically disadvantaged regions (Hakkari, Turkey and Swansea, UK). The research design was comparative case research and pursues qualitative methodological approach in collecting and analyzing the data about the barriers that teachers are encountering during the teaching process. The research sample consisted of 24 science and mathematics teachers from different upper-secondary schools in Hakkari and Swansea. Semi-structured interview forms, were developed and employed to collect the data. The thematic analysis was used to analyze the obtained data. The results revealed different categories in understanding the situations that science and mathematics teachers confront in both cases; student-related issues, pedagogical issues, teachers’ lack of subject knowledge and socio-economic and cultural-based issues. As student-based barriers, lack of prior knowledge, students`attention span, and interest; and regarding teachers-based barriers, teachers` lack of class management and communication skills, and lack of student-centered methods found as similar barriers. Language and socio-economical problems were also shared barriers for both cities. In addition to those barriers, political and family-based issues which hindered educational attainment found as the main barriers by science and mathematics teachers in Hakkari. Keywords: comparative case research, mathematics teachers, science teachers, teaching barriers.

scholarly journals Enhancing the Conceptual, Procedural and Flexible Procedural Knowledge of Pre-Service Mathematics Teachers in Algebra

2019 ◽  
Vol 4 (2) ◽  
pp. 66-78
Author(s):  
Wasiu Ismaila Otun ◽  
Adetunji Abiola Olaoye
Keyword(s):  
Mathematics Teachers ◽  
Instructional Strategy ◽  
Conceptual Knowledge ◽  
Procedural Knowledge ◽  
Control Group ◽  
Knowledge Test ◽  
Knowledge For Teaching ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Group

The study investigated the effects of Solve-Reflect-Pose Strategy (SRP) on pre-service mathematics teachers’ algebraic knowledge for teaching in Nigeria. A pre-test-post-test quasi experimental design was employed. Intact classes were used and in all, 182 pre-service mathematics teachers’ participated in the study (92 in the experimental group taught with the SRP and 90 in the control group taught using the Modified Conventional Method (MCM). One research instrument manipulated at three levels namely: Conceptual Knowledge Test (CKT), Procedural Knowledge Test (PKT) and Flexible Procedural Knowledge Test (FPKT), was used for the quantitative data and interview protocol for qualitative data. The two research questions formulated were analysed using descriptive statistics while independent sample t-test was used to analyse the two hypotheses. Results showed that there were statistically significant differences in the mean post-test achievement scores on conceptual knowledge test, procedural knowledge test and flexible procedural knowledge test between pre-service teachers exposed to the SRP and those exposed to the MCM, all in favour of the SRP group. Based on the results, SRP should be adopted as an instructional strategy and efforts should be made to integrate the philosophy of SRP into the pre-service teachers’ curriculum at the teacher-preparation institutions.

Teachers' Knowledge, Beliefs, and Perceptions About Mathematics Teaching

2019 ◽  
pp. 1-23
Author(s):  
Adem Ekmekci ◽  
Anne Papakonstantinou ◽  
Richard Parr ◽  
Miten Shah
Keyword(s):  
Middle School ◽  
Middle School Teachers ◽  
Mathematics Teachers ◽  
Mathematics Teaching ◽  
Teacher Preparation Programs ◽  
School Teachers ◽  
Preparation Programs ◽  
Pedagogical Content ◽  
Knowledge For Teaching ◽  
And Mathematics

Providing a study on mathematics teachers' technological pedagogical content knowledge (TPACK), the goal of this chapter is to investigate the predictive value of teachers' beliefs (e.g., self-efficacy) and mathematical knowledge for teaching (MKT) on their level of TPACK. Background variables, gender, ethnicity, certification, experience, and mathematics degree were all controlled for in this study. Two-step regression analysis results by school level (K-5, middle, and high) indicate that standards-based mathematics teaching beliefs positively predict mathematics teachers' level of TPACK for all teachers. Having a college/graduate mathematics degree is more predictive of TPACK for K-5 and middle school teachers while MKT is more predictive of TPACK for high school teachers. In addition, elementary teachers' mathematics self-concept and pedagogical preparedness and middle school teachers' mathematics teaching interest were significantly related to their level of TPACK. The implications for school districts and teacher preparation programs to develop TPACK for teachers are discussed.

scholarly journals A New Pedagogy for Training the Pre-service Mathematics Teachers Readiness in Teaching Integrated STEM Education

2019 ◽  
Vol 8 (5C) ◽  
pp. 1272-1281
Keyword(s):  
Mathematics Teachers ◽  
Training Programme ◽  
State University ◽  
Fully Integrated ◽  
Integrated Stem ◽  
Stem Disciplines ◽  
Quasi Experimental ◽  
And Mathematics ◽  
Engineering Projects ◽  
Levels Of Integration

The development of any country in the world depends largely on its escalating focus on integrated science, technology, engineering, and mathematics (iSTEM). Over the years in Nigeria, there are calls for action to integrate STEM disciplines as the pre-service teachers are only receiving training in the separate field of STEM. Therefore, the purpose of this study was to determine the effectiveness of the iSTEM course as a new pedagogy for training the pre-service mathematics teachers’ readiness in teaching the iSTEM disciplines in Sokoto State, Nigeria. The study utilised one group quasi-experimental research design. Purposive sampling was used in choosing all the 54 pre-service mathematics teachers in their 300-level undergoing a teacher training programme in Sokoto State University, Nigeria. The participants underwent a 5-week iSTEM course organised by the researchers that focused on the five levels of integration that include: Single, Combine, Multiple, Engineering Projects, and Fully Integrated STEM disciplines. Data was collected through the iSTEM pre- and post-survey Questionnaire (iSTEM-SQ) and analysed using descriptive statistics. The bar graph and non-parametric Wilcoxon Signed Ranks test were also used in describing the effectiveness of the pre- and post-survey test. The findings indicated that the iSTEM course was effective in preparing and empowering the pre-service mathematics teachers’ pedagogical strategy for teaching integrated STEM in their future classroom instruction. The paper also recommends for incorporation of the iSTEM approach in the curriculum of pre-service mathematics teachers at the various institutions of learning in Nigeria.

scholarly journals STEM Integration for High School Mathematics Teachers

2020 ◽  
Vol 6 (1) ◽  
pp. 52-63
Author(s):  
Micah Stohlmann
Keyword(s):  
High School ◽  
Stem Education ◽  
Mathematics Teachers ◽  
Knowledge Bases ◽  
School Mathematics ◽  
High School Mathematics ◽  
Stem Integration ◽  
Integrated Stem ◽  
And Mathematics ◽  
High School Mathematics Teachers

The discipline of mathematics in science, technology, engineering, and mathematics (STEM) integration has not yet been consistently connected in a clear way for a large amount of high school mathematics teacher to implement STEM integration well. In response to this I have proposed a focus on integrated steM education; the integration of STEM subjects with an explicit focus on mathematics. There are benefits to integrated steM education in a mathematics classroom including increased motivation, interest, and achievement for students. Integrated steM integration can also prepare students with the needed proficiencies and knowledge bases to be productive and impactful members of society. This article discusses three methods that high school mathematics teachers can utilize for integrated steM education. By focusing on open-ended problems through engineering design challenges, mathematical modeling, and mathematics integrated with technology high school students are more likely to see mathematics as meaningful and valuable. Examples of each method are discussed along with common instructional elements among the methods.

scholarly journals Integrated STEM for Teacher Professional Learning and Development: “I Need Time for Practice”

2021 ◽  
Vol 11 (1) ◽  
pp. 21
Author(s):  
Andrea C. Burrows ◽  
Mike Borowczak ◽  
Adam Myers ◽  
Andria C. Schwortz ◽  
Courtney McKim
Keyword(s):  
Professional Learning ◽  
Social Constructionism ◽  
Teacher Professional Learning ◽  
Authentic Science ◽  
Learning And Development ◽  
Integrated Stem ◽  
The Usa ◽  
Teacher Professional ◽  
And Mathematics ◽  
K 12

This study compares three pre-collegiate teacher professional learning and development (PLD) integrated science, technology, engineering, and mathematics (STEM) experiences framed in astronomy. The study is set in the western United States (USA) and involves 60 pre-collegiate teachers (in the USA these are K-12 teachers) over the course of three years (June 2014–May 2017). During the PLDs, astronomy acted as a vehicle for pre-collegiate STEM teachers to increase their STEM content knowledge as well as create and implement integrated STEM classroom lessons. The authors collected quantitative and qualitative data to address five research questions and embraced social constructionism as the theoretical framework. Findings show that STEM pre-collegiate teachers are largely engaged with integrated STEM PLD content and embrace astronomy content and authentic science. Importantly, they need time to practice, interpret, translate, and use the integrated STEM content in classroom lessons. Recommendations for PLD STEM teacher support are provided. Implications of this study are vast, as gaps in authentic science, utilizing astronomy, PLD structure, and STEM integration are ripe for exploration.

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