Abstract
Issues of global and local importance such as climate change, health (covid-19), tolerance, meeting the need for food and shelter, and development of artificial intelligence technology require critical perspectives across a wide range of disciplines including science, technology, engineering, and mathematics (STEM). One of the problems in implementing STEM is the "loss" of mathematics in the STEM learning. Mathematics teachers should make mathematics transparent and explicit in promoting STEM education. The focus of this research is how the teacher's efforts to design learning that strengthen M in/for STEM. The research method used is phenomenological research. Dialogue with 10 mathematics teachers who implement STEM is used as a method to examine how the implementation of STEM that can instill a strong understanding of mathematics. The results showed that the efforts made by mathematics teachers to strengthen mathematics in STEM education were 1) prioritizing mathematics content by pushing other disciplines into the background, 2) using an embedded approach in implementing STEM education with the aim of understanding mathematical concepts, 3) and using project or problem in STEM education more load mathematical concepts.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
