Abstract
ABSTRACT This study explores 17 elementary teacher candidates’ perceptions of teaching mathematics before, during, after participating in a Science, Technology, Engineering, and Mathematics (STEM) teaching and learning experience. Teacher candidates responded to their perceptions about teaching mathematics in STEM classrooms and elementary mathematics classrooms before and after experiences teaching in a summer STEM classroom. In addition, they completed weekly reflections about their teaching experiences and observations. Situational mapping analysis examined the data. Findings provide insight into how STEM teaching experiences can impact teacher candidates’ perceptions of STEM and impact their perceptions of teaching mathematics in general.
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