Saudi Arabia's Female Middle School Mathematics Teachers' Readiness and Attitudes Towards STEM Digital Technology Integration in Classrooms

2019 ◽  
pp. 177-197
Author(s):  
Rabab Mohammed Mousa ◽  
Gilbert Kalonde
Keyword(s):  
Middle School ◽  
Stem Education ◽  
Mathematics Teachers ◽  
Middle School Mathematics ◽  
School Mathematics ◽  
Development Programs ◽  
Pedagogical Content ◽  
Integrated Stem ◽  
Stem Disciplines ◽  
Study Participants

The purpose of this chapter was to identify and describe the extent to which Saudi female middle school mathematics teachers perceive the need for pedagogical content knowledge in integrated STEM education. To develop STEM education for girls' schools, this study sought clarity from mathematics teachers how they intended to reach set goals. In this study, 118 female middle school mathematics teachers were surveyed for this study. Participants showed higher-level pedagogical knowledge; knowledge was not fully applied in their classrooms, and participants had an average level of subject matter knowledge related to STEM disciplines indicating a deeper need for STEM disciplines knowledge and systematic support, such as training courses or professional development programs.

scholarly journals Professional Learning Activities in Context: A Statewide Survey of Middle School Mathematics Teachers

2012 ◽  
Vol 20 ◽  
pp. 14 ◽  
Author(s):  
Motoko Akiba
Keyword(s):  
Professional Development ◽  
Middle School ◽  
Professional Learning ◽  
Mathematics Teachers ◽  
Teacher Collaboration ◽  
Middle School Mathematics ◽  
School Mathematics ◽  
Learning Activities ◽  
Development Programs ◽  
Professional Development Programs

Based on a statewide survey of professional learning activities among 577 middle school mathematics teachers in Missouri, this study examined two questions: 1) What professional learning activities do middle school math teachers participate in and how much time do they spend in these activities?, and 2) How are teacher qualifications and contextual characteristics associated with the amount of their professional learning activities? The study examined seven types of formal and informal professional learning activities: 1) professional development programs, 2) teacher collaboration, 3) university courses, 4) professional conferences, 5) mentoring/coaching, 6) informal communications, and 7) individual learning activities. The study found that middle school mathematics teachers spend the greatest amount of time involved in teacher collaboration, professional development programs, and individual learning activities. In addition, mathematics teachers in high-poverty and ethnically diverse districts tend to spend more time in formal learning activities such as professional development programs, teacher collaboration, and mentoring/coaching than do mathematics teachers in wealthier and less diverse districts. To promote a greater level of teachers’ participation in shared learning activities, it is important for district and school administrators to offer professional learning activities that meet mathematics teachers’ learning needs for understanding students’ mathematical knowledge and thinking.

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