Research Information System
European Journal of STEM Education, vol.7, no.1, pp.1-11, 2022 (Peer-Reviewed Journal)
The STEM approach, which has been included in the education literature with increasing value in the last
decade, has also drawn researchers’ attention to the process of learning and teaching mathematics. In this
study, the views of mathematics teachers, who were involved in in-services STEM-training, were evaluated
under the themes of integration with the curriculum, limitations in implementation, and attitude
development. A qualitative case study was carried out with 36 secondary school mathematics teachers. Data
were collected with a questionnaire form two different types of STEM tasks (engineering design sets and
coding) and analyzed with descriptive statistics. The results of the study showed that the participants’ views
on the usefulness of STEM tasks in mathematics teaching are positive, but they have difficulties with linking
the tasks to the mathematics curriculum. Participants find coding tasks more applicable than the engineering
design and building tasks. Suggestions are made for teacher education and textbook development