Abstract:
Regardless of policymakers and educationists continuously hailing the importance of science,
technology, engineering, and mathematics (STEM) and its correlation with developing
countries' economic prosperity, all stakeholders have lamented poor mathematics participation
in STEM fields. The need to conduct the current research has thus arisen. This is because K12, or school mathematics (STEM), continuously attracts relatively tiny groups of culturally
and linguistically different learners who are persistently involved in almost every human
endeavor. Rested upon both the disproportionate representation and configuration of
mathematics and coupled with the contestations, the current study examines an alternative
approach to mathematics learning together with experiences associated with STEM
participation. Consequently, this phenomenological investigation aims to explore and describe
the lived experiences related to improving the integration of mathematics in STEM curricular
units among pre-service teachers. Data was collected from six (6) STEM pre-service teachers
until data saturation was reached. The data collection process was carried out through in-depth
semi-structured interviews and analysed through a thematic approach in the search for
dominant themes. The findings and thus the question from previous studies, what does
integration of STEM and mathematics really mean would require mathematics practices
through the integration of STEM right through elementary classrooms, using model-eliciting
activities as well as responsive, professional development for mathematics teachers. The
consensus is to make explicit connections between science, engineering, and technology while
maintaining a relationship with mathematics and engaging context through instruction. Keenly,
such an approach also bridges the gap between secondary and higher STEM education,
facilitating the process of designing integrated STEM learning, which ought to be anchored on
experiential or evidence-based models
