Impact of a STEM Education Course on Prospective Elementary School Teachers' Identity

• In Event: 63.084 - MTCC Roundtable Session 25
  In Roundtable Session: 63.084-10 - Does STEM Integration Help or Hinder Mathematics Outcomes for Teachers and Students?

Abstract

The case study investigated the impact of a required Science, Technology, Engineering, Mathematics [STEM] education course on elementary school prospective teachers’ identity related to mathematics education from the perspectives of the participants. Data collected through interviews were analyzed qualitatively based on the theoretical perspectives of identity and STEM education. Findings indicated changes to their identity based on how they viewed mathematics and doing mathematics, teaching mathematics, and themselves as becoming teachers of mathematics and this was influenced mainly by one unit of activities of the STEM course. The study offers insights of how a STEM education course that incorporates multiple perspectives of STEM education could support or limit elementary school prospective teachers’ learning in becoming teachers of mathematics.

Authors

• Dianne Joyce Dodsworth, University of Calgary

• Olive Chapman