تصورات معلمي الرياضيات عن مدخل العلوم و التكنولوجيا و الهندسة والفن و الرياضيات STEAM

الملخص EN

The study aimed to investigate mathematics teachers' perceptions in public education about learning and teaching through STEAM approach, and to determine the level of difference in mathematics teachers' perceptions of general education about learning and teaching with STEAM approach according to the teacher's experience, educational qualification, gender, and the grade level in which he teaches, and the number of training programs he attended.

The study used a Likert's scale electronic questionnaire, with 31 items, in two axes, the first axis perceptions of the STEAM entrance from 14 items, and the second axis, the teaching requirements using the STEAM entrance of 17 items.

The questionnaire was applied electronically to a group of 103 male and female teachers.

The results revealed that the study sample's perceptions of the STEAM and the requirements for its teaching, are high but there is no difference in the mathematics teachers' perceptions of public education towards STEAM according to the teacher's years of experience, educational qualification, gender, the stage which they teach in it, or the number of training programs he attended.

the recommendations and suggestions were including: training mathematics and science teachers to employ the STEAM approach in teaching and learning process, reconsider the courses offered at teacher Education colleges to include STEAM Approach in teaching and Learning, Also, the necessity to provide the necessary laboratories, tools and educational devices to implement STEAM in schools.

The study suggested a set of proposed research, including conducting other similar studies on mathematics and science teachers in specific educational stages, a proposed unit in mathematics based on the STEAM approach and its impact on academic achievement and life skills, and studying a training program for mathematics teachers on the STEAM entrance and its impact on developing their self-efficacy.