Implementation of STEM in Secondary Mathematics Classrooms: Identification of Teachers' Beliefs

Abstract

The purpose of this study was to investigate teachers’ beliefs about the implementation of STEM (Science Technology Engineering and Mathematics) approach in secondary (6-12 grades) mathematics classes and identify intervening belief aspects. A questionnaire was developed regarding practicing secondary level mathematics teachers’ beliefs about the implementation of STEM in mathematics classes. An online form of the questionnaire was created and sent to all secondary math teachers in two counties in the state of Florida. Eighty-two were received back from teachers. The results of factor analysis confirmed that items were distributed under five major aspects. Finally, the results of the data analysis disclosed that although most teachers believe that the implementation of STEM education is necessary, some have concerns about the effectiveness of the implementation because of shortages of materials, resources, and equipment needed for implementation of STEM. Another important finding is that teachers don’t have appropriate and sufficient knowledge for the implementation of STEM activities.

Validation of a questionnaire to evaluate mathematics teachers’ beliefs about mathematics, teaching, and learning

“…This aspect of teacher beliefs has garnered substantial interest among researchers, who seek to assess and comprehend these beliefs among educators. The aim of such inquiry is arguably to incorporate these insights into future teacher training endeavors, providing a means for educators to either strengthen or adapt their beliefs, which has the potential to enhance the overall quality of mathematics education (Dorimana, 2021;Koklu & Phan, 2020;Thurm & Barzel, 2020).…”