Integrating STEM into mathematics teacher candidate education: Experiences, challenges, and reflections

Abstract

The integration of STEM education into mathematics teacher preparation programs has become increasingly vital to equip future educators with interdisciplinary skills required for 21st century learning environments. Considering this situation, this study explores the experiences, challenges, and reflections of mathematics teacher candidates during a STEM-based activity which was designed within the scope of teacher education. In this direction, a case study was conducted with 19 mathematics teacher candidates from a state university in Türkiye. Data were collected through a Product Evaluation Rubric, Product Evaluation Form, and an Opinion Form developed by the researchers. Obtained data was analyzed by means of qualitative approaches. The findings revealed that although all participants were conceptually familiar with STEM, they lacked prior experience in a practical STEM activity. After their participation in the current study, it was determined that most of the participants asserted positive opinions about the activity such as creating solutions to the problems and enhancing their creativity. Also, the participants expressed strong intentions to incorporate similar activities in their future classrooms. On the other hand, the participants reported several challenges that they faced such as design-related difficulties and technology-related difficulties during the activity process. In the future, it is recommended to conduct further STEM education studies with different designs involving mathematics teacher candidates to present information-rich data to the field to enhance the professional development of mathematics teachers.