Abstract
Internationally, we observe that the results of Moroccan students in mathematics are significantly lower than the average results of students from other countries. This observation, could in part, be explained by maintaining an approach based on the transmission of knowledge which does not promote the development of student skills. Since STEM (Science, Technology, Engineering and Mathematics) based instruction has been shown to have a positive impact on student achievement in mathematics, we explored the teaching and assessment practices reported by five Moroccan teachers in order to identify practices that would be compatible with teaching based on STEM. Although only one participant said they knew this approach, our results indicate that all participants have practices compatible with an integrated approach to STEM. These results outline a future where teachers and researchers will work together to implement STEM-based education and explore, in the Moroccan context, the scope and limits of such education.
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