A Longitudinal Look at Attitudes and Perceptions Related to the Integration of Mathematics, Science, and Technology Education

Abstract

The purpose of this study is to provide an in‐depth analysis of attitudes and perceptions related to the integration of mathematics, science, and technology education of preservice teachers preparing to teach STEM disciplines. Longitudinal data by individual cohort and across 7 years of the Integrated Mathematics, Science, and Technology (MSAT) Program are reported, analyzed, and interpreted to help design and improve preservice teacher education programs and improve teaching and learning in STEM classrooms. Results of quantitative analyses indicate that there was generally no change in preservice teacher attitudes and perceptions related to the value of the integration of mathematics, science, and technology education—they clearly valued integration at the onset and at the completion of the program. However, there was a significant change in preservice teacher attitudes and perceptions related to integration feasibility in terms of inefficiency and difficulty. Implications for teacher education programs include: (a) more exposure to concepts, processes, and skills in STEM that are similar, analogous, complementary, or synergistic; (b) familiarity with instructional strategies and access to resources; (c) deeper understanding of content across STEM; and (d) strategies for collaboration and team work to make integrated instruction time more efficient and less difficult to manage.

Teachers’ beliefs about improving transfer of algebraic skills from mathematics into physics in senior pre-university education

“…Science offers meaning to mathematics by means of rich and relevant contexts in which mathematics can be applied (Dierdorp, Bakker, van Maanen, & Eijkelhof, 2014). Education that has the aim to foster this connection forms the basis of CME and is of vital importance for students (Berlin & White, 2012. Connecting these subjects is possible through alignment, such as using compatible notations, concept descriptions and pedagogy of mathematical methods.…”

“…Most of the physics and mathematics teachers mention the need to align the learning lines in mathematics and physics using the textbooks. This connection is of key importance: it may improve students' transfer of mathematics into physics and also strengthen the extent to which they experience coherence between these subjects (Berlin & White, 2012.…”

“…According to Davison, Miller, and Metheny (1995), these beliefs help students to, ' … explore the connections between mathematics and science and begin to see the relevancy of mathematics in the reality of science and vice versa' (p. 228). Sufficient attention for these connections may help to improve transfer and enhance students' experience of CME (Alink et al, 2012;Berlin & White, 2012.…”

“…Internationally, educational experts, teachers and policy-makers have stressed the need to integrate -or at least to make connections -between mathematics education and science education (Berlin & White, 2012National Research Council, 1996). As part of coherent mathematics education (CME), the United States' NCTM (2000) states that students should be able to transfer mathematics in different contexts outside mathematics.…”

Making mathematics and science integration happen: key aspects of practice

“…It is suggested this is as a result of the pressure on teachers to teach to standards and to prepare students for external examinations that are discipline-based. [4][5][6][7] Therefore, this research project specifically focused on the integration of mathematics and science at classroom level, with in-service mathematics and science teachers collaborating within a given school to develop mutually dependent lessons, and undertaking the integration within the 'normal' school context, e.g. prescribed central syllabi, school resources, timetabling, etc.…”