Fostering students’ dispositions may start with their interest to the topic then spread to another indicator such as persistence, contextual applications, etc. In many conditions, technology can attract students’ interest and turning complexity into a lot easier problem. Therefore, prospective teachers must first be equipped in the use of the latest technology. However, the use of technology in learning must be designed appropriately. Since excess use of technology may negate someone thinking process, even though thinking is every learning main porpose. This research aim to design the apropriate integration between the learning and technology to foster prospective teachers’ mathematical disposition. POM-QM represents technology embedded for the Science, Technology, Engineering, and Mathematics (STEM) learning process. In the conduct, this lesson study starts with planning the chapter design to integrate the technology into learning. Inside the learning implementations, several observers assigned for each group of students to record every activity. From both cycles reflection phase, the chapter design is able to foster students’ interests, contextual awareness, and their appreciation into the topic. Continuous treatment is needed until the dispositions occurs frequently.

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This research was developed aiming to (1) Analyzing the improvement of representation, reasoning, and SE skills by using a scientific approach to prospective teacher students. (Already done); (2) Analyze the association between the ability of representation and reasoning with SE. (Already done); (3) Analyzing the relationship (association) between the ability of representation and reasoning seen from the level of student ability (low, medium, and high). (Already done); (4) Designing a scientific approach and teaching materials based on the association between ability and level of student ability, in order to improve the ability of students who still have a level of concrete representation to the level of abstract representation, so as to improve reasoning. This type of research is Research and Development. the Four-D model proposed by Thiagarajan (Buhari, 2014) with a mixed method (the multiphase design), through stages: Define, Design, Develop, and Disseminate, namely the definition, design, development, and distribution. The conclusions of the research are (1) the increase in reasoning ability increased significantly at the value of 0.43 with the moderate category. (2) Increasing the ability of representation increased significantly at 0.34 with a moderate category. (3) The increase in SE increased significantly at 0.31 in the medium category. (4) There is a significant positive correlation between reasoning ability and SE, but the correlation coefficient between reasoning ability and SE is 0.338 which is categorized as weak. (5) There is no significant correlation between the ability of representation and SE, with the correlation coefficient between the ability of representation and SE of 0.228 which is categorized as very weak and the direction is positive. (6) There is a significant positive correlation between the ability of reasoning and representation in students with high ability with the correlation coefficient between reasoning and representation ability is 0.889 which is categorized very strong and the direction is positive. (7) There is a significant positive correlation between the ability of reasoning and representation in students with moderate ability with the coefficient of correlation between reasoning and representation ability is 0.838 which is categorized very strong and the direction is positive.