Integrating STEM in elementary classrooms using model-eliciting activities: responsive professional development for...

Area of Science:

• Education
• STEM Education
• Mathematics Education

Background:

• A school-university collaboration piloted a professional development framework for integrating Science, Technology, Engineering, and Mathematics (STEM) in K-6 mathematics.
• Conceptualizing STEM integration for mathematics teachers is challenging due to its frequent association with calculation rather than core mathematical concepts.
• Design-based implementation research was used to develop an accessible vision of STEM integration centered on model-eliciting activities (MEAs).

Purpose of the Study:

• To pilot a professional development framework for K-6 mathematics teachers and coaches focused on STEM integration.
• To construct an accessible vision of STEM integration using model-eliciting activities (MEAs).
• To support teachers in making mathematics content explicit within STEM integration.

Main Methods:

• A flexible and fluid professional development strategy was employed.
• Participants' experiences were situated on a STEM curriculum integration continuum.
• Open-ended mathematics problems with real-life contexts and MEA design features were used to elicit new visions of STEM integration.

Main Results:

• Tailored professional development supported an evolving participant understanding of STEM integration.
• Engaging with MEAs allowed participants to broaden their view of mathematics within STEM.
• Participants expressed readiness to use MEAs for K-6 STEM integration, balancing it with standards and test preparation.

Conclusions:

• Continued support was provided through academic-year professional development sessions.
• Teachers and coaches created and enacted prototype STEM integration lessons.
• This MEA-based approach offers a model for STEM integration professional development, fostering leadership and mathematical readiness for STEM careers.