Stem Applications in Mathematics Education: The Effect of Stem Applications on Different Dependent Variables

Abstract

The purpose of the research is to analyze the effect of STEM applications on mathematics pre-service teachers' mathematical literacy self-efficacy, technological pedagogical knowledge and mathematical thinking skills and their views on STEM education. This research has been carried out by 29 mathematics pre-service teachers who are schoolers at the educational faculties of Mus Alparslan University. The research was completed in 10 weeks (3 hours per week) in spring semester of 2016-2017 academic year. Mixed research approach was used in the study. "Mathematical Literacy Self-Sufficiency Scale", "Mathematical Thinking Scale", "Technological Pedagogical Area Information Scale" and "STEM Interview Form for Mathematics Pre-service Teachers" were used as data collection instruments. The collected data were analyzed, and it was certain that the STEM applications positively affected the pre-service teachers' mathematics literacy self-efficacy and technological pedagogical content knowledge. However, STEM applications were not seemed to have a positive effect on mathematical thinking. Moreover, when the opinions of the pre-service teachers were examined, it was identified that the STEM applications changed positively the opinions of the pre-service teachers about the mathematical literacy, and that they lacked many subjects such as field knowledge and pedagogy knowledge about STEM education. Suggestions were made in the direction of the findings obtained. Key words: science, technology, engineering, mathematics education, mathematics pre-service teacher.

Mathematics Training in Engineering Degrees: An Intervention from Teaching Staff to Students

“…Students take very few engineering courses in the first two years. With the intervention presented in this study basic science subjects, as mathematics, can play another role in engineering degrees and offer a wider view in STEM education [52,53]. Here, it has been presented that mathematics courses should cover examples and problems related to the main field of students enrolled degree to improve the understanding and application of these concepts, as [22] states.…”

Forty Years of Mathematics Education: 1980-2019

“…Many articles investigated different issues of STEM. For example, Yıldırım and Sidekli (2018) analyzed the effect of STEM applications on mathematical literacy self-efficacy, technological pedagogical knowledge and mathematical thinking skills.…”

Pembelajaran Terintegrasi Stem Untuk Meningkatkan Literasi Matematis Mahasiswa Calon Guru Matematika Pada Perkuliahan Pra-Kalkulus 1

“…Assessment and Analytical Framework dalam PISA 2018 (OECD, 2019) menjelaskan bahwa literasi matematis sebagaimana dinilai dan kompetensi yang disyaratkan menjelaskan tentang proses, pengetahuan konten, dan konteks yang tercermin dalam tugas-tugas yang digunakan PISA untuk mengukur literasi sains dan bagaimana kinerja siswa dalam matematika yang diukur dan dilaporkan. Literasi matematis berfokus pada pengukuran kapasitas siswa untuk merumuskan situasi secara matematis (formulating situations mathematically), memanfaatkan konsep, fakta, prosedur, dan penalaran matematis (employing mathematical concepts, facts, procedures and reasoning), dan menafsirkan, menggunakan, dan mengevaluasi hasil matematika (interpreting, applying and evaluating mathematical concepts) dalam konteks yang berbeda (Yildirim & Sidekli, 2018).…”

“…Pembelajaran dengan STEM dapat dijadikan sebagai strategi dalam memunculkan literasi matematis peserta didik. Literasi matematis sendiri merupakan salah satu kemampuan yang harus dimiliki peserta didik pada abad 21 ini, di samping keterampilan dalam teknologi (Yildirim & Sidekli, 2018). Seseorang dikatakan melek (literate) matematis artinya dia tidak sekedar paham tentang matematika akan tetapi juga mampu menggunakannya dalam pemecahan masalah sehari-hari (Masjaya & Wardono, 2018).…”