Thomas Roberts

Science, technology, engineering, and mathematics (STEM) education has undergone a significant transformation over the past several decades

(1) Background: Although integrated STEM education is an important policy focus, teacher preparation to implement high-quality integrated STEM and STEAM learning experiences in an equitable manner is not widespread. Teacher beliefs significantly impact how they teach; therefore, this study explores preservice teachers’ self-reported perceptions of teaching integrated STEM after participating in an integrated STEAM course. (2) Methods: We employed qualitative methods to explore 47 preservice elementary teachers’ perceptions about teaching integrated STEM based on their lived experiences in an integrated STEAM course. Guided by our conceptual framework, we used deductive methods to better understand preservice elementary teachers’ perceptions. We also used open coding to understand their lived experiences in the course. Pattern coding was used in the second cycle to identify themes. (3) Findings: Three primary themes emerged, including understanding integrated STEM frameworks through a transdisciplinary and critical lens; perceiving STEAM is engaging because it is relevant; and developing self-efficacy for future STEAM integration without infrastructure. (4) Conclusions: Although preservice elementary teachers had positive experiences in the course and believe integrated STEM and STEAM to be important, more work is needed to develop their understanding of equitable integrated STEM and STEAM instruction.

High-impact tutoring is a promising way to address reading and mathematics achievement declines following years of pandemic-interrupted schooling. This pilot study seeks to determine the impact of small-group tutoring, provided by preservice teachers, on students in grades 2–5. Using beginning-, middle-, and end-of year benchmark assessments, descriptive statistics were calculated for tutored and non-tutored groups and compared against the norming sample. The results indicate that students receiving mathematics tutoring (fourth and fifth grades) and third-grade students receiving reading tutoring demonstrated growth at rates that exceeded their non-tutored peers. Second-grade students who received reading tutoring improved at a greater rate than the norming sample but less than their non-tutored peers. The results of this pilot study indicate the potential impact of tutoring by preservice teachers on reading and mathematics outcomes for intermediate students.

Here, we outline the stories of a collective of innovation-focused STEM education professionals engaged in a STEM collective across thirteen institutions of higher education. Using focus group interviews, faculty share how collaboration began and sustains, the affordances and challenges of collaboration across universities and professional fields, support systems through professional organizations and scholarship, and contributions made to the national landscape of STEM education. Guidance is presented on establishing STEM collaborations that are mutually beneficial to faculty, institutions, and the educational community.

Modeling with mathematics is essential in connecting mathematics to everyday life. In the preparation of teacher candidates, it becomes a mechanism to support the learning of mathematics as well as strengthening pedagogical approaches. This article focuses on a task that engaged teacher candidates in modeling with mathematics. After analyzing how teacher candidates solved problems, we categorized their methods into three categories of approaches. The alignment of the modeling task to the elementary mathe- matics curriculum is highlighted. Benefits of engaging teacher candidates in these types of tasks are also discussed.

This study examines how experiencing model-eliciting activities (MEAs) influenced elementary pre-service teachers’ (PSTs) perceptions of an engineering-based approach to integrated STEM. The participants included 17 elementary PSTs from large public universities located in the southeastern and western regions of the United States. The participants engaged in MEA engineering-based integrated STEM learning experiences. The data included open-ended reflections about the experience. The reflections were coded deductively using the elements of the Equity-Oriented STEM Literacy Framework: dispositions, applicability and utility, empowerment, critical thinking and problem solving, identity development, and empathy. The findings indicate that when PSTs use engineering to teach mathematics and science through MEAs and approach integrated STEM with an equity focus, they increase their knowledge about the applicability and utility of STEM while simultaneously developing their identities as STEM teachers; this positively influences their dispositions towards STEM and empowers them to be teachers of STEM.

There are unique, enduring challenges related to mathematics instruction in urban schools, and the most common concerns are related to issues of equitable access to mathematics learning opportunities. In this editorial, we argue that the complexity of teaching mathematics in urban schools requires the attention of mathematics scholars with unique training, expertise, and experiences. Developing mathematics instruction for urban spaces often involves refined research techniques, multi-disciplinary perspectives, and collaboration between diverse stakeholders. Specificity is the key to addressing these challenges. However, to date, the Journal of Urban Mathematics Education (JUME)—out of 69 mathematics education-focused journals (Nivens & Otten, 2017)—is the only journal venue devoted to mathematics teaching and learning in urban environments. Although other mathematics education journals and conferences accept scholarship related to urban schools, due to the vast nature of mathematics education research and limitations in journal space, the nuances of specific issues in urban mathematics education (e.g., preparing mathematics teachers well for high-needs urban schools) are underexamined and poorly understood.

This team of authors collaborated to transform a middle school–focused informal STEM learning experience to a virtual platform that engaged students in authentic STEM learning experiences while simultaneously promoting discourse.

When the current generation of K-12 learners has the opportunity to improve global issues and quality of life, they are inspired to advocate for worthy and ethical causes. Thus, we consider moving beyond the perspective of STE(A)M education from a workforce and global economic focus towards empathy-oriented STE(A)M learning as a humanistic pursuit to generating equitable solutions. This position paper leverages the Design Thinking framework as a theoretical grounding in advocating for the use of empathy as a key intellectual component to learning within integrated K-12 STE(A)M instruction. The purpose of this position paper is to (1) provide an overview of the Design Thinking Framework and discuss how it centres empathy in STE(A)M instruction; (2) share existing literature on the use of empathy in STE(A)M education; (3) theorize and synthesize how the intentional incorporation of empathy in STE(A)M instruction might address needs in well-known STE(A)M instructional methods; and (4) propose and discuss future steps for integrating empathy into the field of STE(A)M education that can benefit K-12 students, particularly those historically excluded in STE(A)M.