Multiple perspectives of mathematics in STEM among preservice teachers

Abstract

A call for multiple perspectives in quality STEM placements Facilitating elementary PSTs understanding of teaching and learning within a Science, Technology, Engineering, and Mathematics (STEM) context can be challenging. This is due to many factors, including the lack of clarity about what STEM education should look like, in spite of its increasing popularity (Kelley and Knowles, 2016). It is essential to have professional development and shared experiences, to unpack this critical educational context (Holmlund et al., 2018). If preservice teachers have not experienced teaching concepts, such as inquiry or project-based learning, it can be difficult for them to apply these instructional strategies in their classrooms (Abell, 2006).Situated Cognition Theory (Kelley and Knowles, 2016) guided the professional development (PD) experiences in STEM education for PSTs. Situated Cognition Theory is grounded in the belief in the critical relationship that application and knowledge share. Physical and social context plays an important role in learning and applying knowledge and skills. Therefore, authentic learning environments are critical to preparing effective elementary STEM teachers for the complexities of teaching and learning. This three-week summer STEM camp in a rural midsize university in the southeastern USA serves as the setting for the first PD experience. PSTs functioned in teaching teams within a classroom of students in grades three through five. PSTs were provided multiple perspectives and roles during the STEM Camp experience to gain a deeper understanding of the complex role of teaching. During their field placement, they took on the role of the planner, teacher, and observer.During the STEM field placement, PSTs were enrolled in mathematics, science, and reading methods coursework. Previous coursework examined lesson planning, assessment, professionalism, individual reading instruction, and culturally responsive teaching. The university instructors of the summer methods courses were also the lead faculty in the summer field experience, which was a three-week Science, Technology, Engineering, and Mathematics (STEM) focused program for rising third through fifth-grade students. Week one focused on structures, week two focused on robotics, and week three focused on forces in motion.Before camp began, PSTs had methods classes to explore pedagogical concepts such as standards, learning trajectories, assessment, technology, questioning, and project-based learning. In addition, PSTs attended a 3-days STEM workshop cotaught by the three faculty members. Each day of the workshop modeled and explored the content for one of the three weeks of the STEM summer experience while unpacking elements of teaching in an inquirybased, integrated STEM environment. For example, day one explored structures: PSTs Multiple perspectives of mathematics in STEM

Mathematics Teachers’ Practices of STEM Education: A Systematic Literature Review

“…The PST is a professional preparation consisting of a collection of unrelated courses and field experience, and induction process before they enter into service as different types of teachers. Programs offered are intended to support and enhance PST teacher learning and build a deeper level of confidence (Burton et al, 2020). The difference with IST is portrayed by in service education being a continuous professional development process throughout IST's teaching career.…”

Pembelajaran Matematika Berbasis STEM: Implementasi Variasi Pengembangan Model Pembelajaran STEM di Sekolah Dasar

“…Oleh karena itu dalam tahapan EDP STEM perlu dilakukan pengembangan dengan tahapan yaitu meminta mereka untuk mengerjakan terlebih dahulu, selanjutnya difasilitasi untuk penyelesaiannya. Hal ini didasarkan pada desain pembelajaran matematika berbasis STEM perlu adanya penciptaan lingkungan belajar yang sesuai (Burton, 2020). Lingkungan belajar tersebut digunakan sebagai koneksi antara permasalahan nyata dengan konten matematika yang digunakan untuk menyelesaikan masalah tersebut.…”