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 STEM approach. Responses to open-ended questions provided data on teachers’ perceptions of the benefits and drawbacks of a STEM approach. Quantitative analysis revealed most teachers reported they would not regularly use teaching strategies such as collaborative learning and problem-based learning in their ‘typical’ mathematics teaching, although these would be frequently used (together with real-world problems) when adopting a STEM approach. STEM teaching strategies were reported as more applicable when teaching mathematics with a STEM approach than in ‘typical’ mathematics lessons. Thematic analysis of open-ended responses found that teachers viewed a STEM approach as beneficial for its use of real-world problem-solving, and for promoting meaningfulness of mathematics. The findings suggested that while mathematics teachers may value the teaching strategies of a STEM approach, this may not translate to classroom practice. There is a tension in balancing the perceived benefits of STEM teaching strategies, against perceived drawbacks.