Mathematics teachers’ perceptions of teaching strategies when adopting a STEM approach

Abstract

An integrated approach to teaching science, technology, engineering, and mathematics (STEM) is prioritised in many countries, including Australia. This study provides insight into secondary school mathematics teachers’ perceptions of the affordances of a STEM approach for mathematics with a focus on selected STEM teaching strategies. Teachers’ perceptions can influence their practices and the potential uptake of STEM in mathematics classrooms. Thirty-two Australian secondary school mathematics teachers completed a questionnaire that included Likert scale items to determine their reported use of six STEM teaching strategies for ‘typical’ mathematics teaching and mathematics teaching with a ST..