Embedding STEM in the mathematics classroom: A case study of vocational high school teacher’s practice

Abstract

Mathematics teachers often question the practice of Science, Technology, Engineering, and Mathematics (STEM) education without diminishing mathematics’s potential as a conceptual tool to solve problems. This qualitative case study research explores the STEM teaching practices carried out by two mathematics vocational high school teachers. Further exploration seeks to investigate how is mathematics playing a role in the STEM project they are carrying. Data were collected through documents and media analysis (lesson plans, students’ work, photos, and video) and interview with teachers. The findings showed that both teachers chose to implement the embedded-STEM approach in their first time STEM teaching experience. They used mathematics to facilitate students’ problem-solving, mathematics modelling, and reasoning in the STEM project. The teachers had different practices and perspectives in designing, implementing, and assessing embedded-STEM mathematics classrooms. The contribution of this research is to provide practical cases of embedded-STEM mathematics teaching, which may be relevant as a solution for countries that do not offer a specific STEM curriculum.