STEM Infusion into Mathematics Curriculum for Pre-Service Teachers

Abstract

This study investigates the impact of an innovative instructional model—the applying, connecting, experiencing framework —on pre-service elementary teachers’ (PSETs’) science, technology, engineering, and mathematics (STEM) teaching efficacy and mathematics content knowledge. The project aimed to produce measurable gains in both teaching confidence and mathematical competency by embedding engineering design through an integrated, mathematics-enhanced STEM module utilizing 3D-printed drones to support a community-based experiential learning experience with elementary school students. The study was conducted within an online, 8-week geometry-focused mathematics course for 2 semesters. Student learning and perceptions were assessed using pre- and post-semester questions from the T-STEM instrument as well as a competency-based assignment designed to target key mathematical concepts embedded within the STEM module. Findings indicated improvements in PSETs’ teaching efficacy in both science and mathematics, as well as statistically significant gains in mathematical content knowledge. Most participants perceived the drone module as highly relevant to real-world STEM contexts, and the majority reported increased interest in teaching STEM. However, perceptions of elementary school students’ engagement during the community-based experiential learning component were mixed.