Research frameworks outline key aspects of STEM (science, technology, engineering, mathematics) integration for teachers, but translating this research into productive changes in teachers' classroom practices remains a challenge, particularly in schools without an emphasis on STEM integration. In this article, we detail how a STEM education descriptive framework was used to design and enact a year-long professional development with eight middle and secondary teachers at non-STEM focused schools in Southeast USA. We examined the professional development impact on teacher content knowledge, self-efficacy, and practice using pre-and post-test scores on a content exam, pre-and post-test scores on a self-efficacy instrument, and self-reported STEM integration efforts. We found teachers improved in their self-efficacy and made productive changes in their classroom practices, though no significant gains in content knowledge was detected. We conclude with how this STEM education descriptive framework can be helpful in designing effective professional development for teachers at non-STEM focused schools.

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Logarithms are notorious for being a difficult concept to understand and teach. Research suggests that learners can be supported in understanding logarithms by making connections between mathematics and science concepts such as pH. This study investigated how an integrated chemistry and mathematics lesson impacted 29 teachers’ understanding of the logarithmic relationship and pH. Pre‐ and post‐test data indicated 23 teachers improved their understanding of logarithms and 28 improved their understanding of pH, suggesting that teacher educators in both science and mathematics context can use this approach to foster better understanding with their teachers and ultimately school students. Our analysis also identified professional development components and teacher characteristics associated with gains in understanding of pH and logarithms, which mathematics and science teacher educators can use to strategically adapt and implement the lesson within other teacher education settings.

Statistics is an integral part of the K-12 mathematics curriculum (age 5-18). Naturally, students construct misconceptions of what they learn. This article discusses The Bop It © Challenge, a review activity assesses student understanding and reveals their misundertandings of statistical concepts.

This chapter reports features of a professional development (PD) initiative and results from its underpinning qualitative inquiry. The researchers designed this initiative using the integrated science, technology, engineering, and mathematics (STEM) education framework to help teachers adapt integrated teaching practices and to make connections. Middle and secondary teachers completed 50 hours of training to enhance their content knowledge, to gain understanding of integrated STEM education, to identify and use resources and manipulatives of integrate STEM lessons, and to create lessons for implementation with their students. Data were collected through interviews, audio-visual recordings, and documents from participants. The findings were (1) framing the PD with the integrated STEM education model supports changes to teaching practices; (2) tasks integrating mathematics with EE are compatible integrations that help teachers adapt integrative teaching approaches; and (3) teachers' EE dispositions towards integration improved after the PD, especially as a component of social justice.