Show simple item record Bayaga, Anass 2023-10-25T13:13:36Z 2023-10-25T13:13:36Z 2022
dc.identifier.issn Print: 2521-0262
dc.identifier.issn Online: 2662-012X
dc.description Journal article published in African Perspectives of Research in Teaching & Learning (APORTAL) Vol 6 (3) (2022) Special Issue en_US
dc.description.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 en_US
dc.format.extent 17 Pages en_US
dc.language.iso en en_US
dc.publisher African Perspectives of Research in Teaching & Learning (APORTAL) en_US
dc.relation.requires PDF en_US
dc.subject Career en_US
dc.subject Cognition en_US
dc.subject Narrative research en_US
dc.subject Mathematics integration en_US
dc.subject Phenomenology en_US
dc.subject.lcsh Mathematics -- Study and teaching en_US
dc.subject.lcsh Phenomenology en_US
dc.title Integration of the M in STEM curricular units among pre-service teachers through a phenomenological approach en_US
dc.type Article en_US

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