Title: Taiwanese Secondary Mathematics Teachers’ Values of the Relationship Between Mathematics and STEM Education
Stream: Professional Training, Development & Concerns in Education
Presentation Type: Live-Stream Presentation
Authors:
Kai-Lin Yang, National Taiwan Normal University, Taiwan
Xiao-Bin He, National Taiwan Normal University, Taiwan
Wan-Rou Wu, National Taiwan Normal University, Taiwan
Chai-Ching Yang, National Taiwan Normal University, Taiwan
Abstract:
Teachers’ conceptions and values can be counted as points of view, which influence their ways to teach. In view of little research on teachers’ conceptions of the role of mathematics in STEM education, Tambunan and Yang (2022) have investigated Indonesian secondary teachers’ conceptions and values of the relationship between mathematics and STEM education. While Indonesia did not emphasize much on the development of STEM education, Taiwan has experienced and encouraged STEM education. It implies that Taiwanese and Indonesian teachers may perceive different values of the relationship between mathematics and STEM education. Then, this study aimed to investigate Taiwanese secondary mathematics teachers’ values of the relationship between mathematics and STEM education by interviewing four teachers and using thematic analysis method. The main findings included that Taiwanese teachers’ values of STEM education for mathematics education were classified as being related to mathematics (application, integration and essence), students (motivation, performance, usefulness, realistic, career development) and teacher (confidence, co-learning and expertise); and their values of mathematics education for STEM education were classified as being related to STEM (resolvable, supported and modellable) and students (thinkable, accuracy). Comparing to Tambunan and Yang’s findings, Taiwanese teachers realized more benefits of exploring mathematics but focused less on the students’ interest in applying mathematics via STEM education than Indonesian teachers. Our study can move one step further from previous studies on teachers’ conceptions of STEM education to the focus on their values, and provide a complementary result about teachers’ values of the relationship between mathematics and STEM education.
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