One of the major aims of STEM education is the development of mathematical thinking. The common misconception is that "doing mathematics" is the same as getting involved in "mathematical thinking". Rallying to such argument, many would agree that mathematics should be taught as a thinking activity. Thus, this study endeavours to review the effects of a problemsolving heuristic application technique on learners' mathematical thinking development. This twophase study analysed the data utilising a descriptive design (N=660) and experimental design (N=54). In the first phase, 660 High School Leavers, with 93% obtaining an A grade in the Math National Examination, ages 18-19, registered with a college to undergo a two-year Diploma engineering program were administered a Mathematical Thinking Test. Then, fifty-four of these students participated in a seven-week Pre-Post experimental design to investigate the impact of heuristics application on their development of mathematical thinking. These student's post-test score was also compared with a batch of one hundred and twenty third-year university students (N=120) majoring in STEM related courses where all these students have taken at least five university level related math courses. Firstly, the results indicate that the high school leavers grades obtained in the national Examination was not translated into their Mathematical Thinking prowess. Secondly, the results depicted a significant increase in the mathematical Thinking posttest score among the students who underwent a seven-week pre-post problem solving heuristic treatment. Thirdly, the students involved in the heuristic application treatment performed better than the third-year students in the Mathematical Thinking test. It is vital that the heuristic method of teaching mathematics be employed to enhance student's development of mathematical thinking, especially for STEM students.
This study was conducted to find out the perceptions of Science and Mathematics trainee teachers on STEM Facilitator Training Program (SFTP) and to examine the impacts of SFTP on their personal growth as future teachers. The study employed a mixed-method design in which the data of the study were gathered through a short survey and group interview. The number of samples used for each method was dissimilar. 125 samples were selected by using stratified random sampling to answer the survey. The reliability of instruments used was determined by Cronbach’s alpha coefficient = 0.944 > 0.6. indicating that the items used are highly reliable. Additionally, the researchers selected 6 pre-service teachers (3 respondents represented Science and Mathematics programmes respectively) to be involved in a semi-structured group interview. The study noted that they had high positive perception towards the programme. The design training programmes were suitable for the pre-service teachers as there is no significant difference in the respondents’ perceptions. Irrespective of the semesters, the results specify that there is no difference in terms of their perception after participating in the programme. The pre-service teachers joined the program as most of them saw SFTP as a good platform to expand their ability as future teachers and to have a real experience dealing with school students. The study also reported that there were several skills and knowledge that the respondents gained throughout their involvement in SFTP. It is clear that SFTP has impacted the personal growth of the respondents as future teachers as they claimed to be more confident in delivering Science and Mathematics content, were able to speak with more control and order, found that their instruction had improved and knew the important aspects needed to give an effective delivery in class. Overall, they believed SFTP had helped them improve their skills as future Science and Mathematics teachers.
Keywords: STEM Teachers, STEM Education, Teacher Training, Pre – service Teachers
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