Abstract
<p style="text-align:justify">Science, technology, engineering and mathematics (STEM) education is regarded as one of the formulas to embracing many of our imminent challenges. STEM education benefits the learners by encouraging interest in STEM disciplines. This daunting task needs everyone’s concerted efforts in creating and innovating mathematics teachers’ classroom practices Therefore, a systematic review was conducted to identify best practices for STEM education following the guidelines of the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) by Moher et al. (2015). The reviewed articles were published from 2016 to 2020 and accessed using the Scopus and Web of Science (WoS) databases. Three themes for best practices were identified namely (a) core competencies encompassing 21st-century teaching skills; (b) instructional designs; and (c) requisite STEM execution. Results of PRISMA determined the dominant STEM practices were critical thinking, communication, collaboration, problem-solving, research-based pedagogy, problem-based learning and project-based learning, technological integration, accessibility, professional development and learning support, evidence of effectiveness, access to materials and practitioner support, and scalability. Mathematics teachers should determine the best STEM practices to employ even though there is a lack of studies on integrated STEM domains. When more students are interested in venturing and exploring into the field of STEM, the high demand for STEM related careers could be met by the younger generation.</p>
Highlights
Several international research studies have found that science, technology, engineering and mathematics (STEM) human resources' need is in line with expeditious advances in technology today (Evans et al, 2020; Zaza et al, 2020)
The results indicated that mathematics teachers at the secondary school level engaged in STEM practices and continuously implemented it into their teaching perspectives
The STEM practices involved the core competencies encompassed by 21st century teaching skills, instructional designs, and STEM implementation
Summary
Several international research studies have found that science, technology, engineering and mathematics (STEM) human resources' need is in line with expeditious advances in technology today (Evans et al, 2020; Zaza et al, 2020). To overcome the decline in student enrollment in the field of STEM teachers need to use their wisdom to furnish themselves with relevant instructional approaches according to the level of student performance (Kelley et al, 2020; Kennedy & Odell, 2014; Siregar et al, 2019). The knowledge and skills of teachers mastering the learning and facilitation of the integrated STEM open up space for students to recognize and explore STEM disciplines in schools either formally or informally (Asghar et al, 2012; Attard et al, 2020; Bryan et al, 2015; Park et al, 2016). The purpose of this research is to discover teachers’ core competencies support 21st century teaching skills and instructional designs related to mathematics teachers' practices using STEM and
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