Prospective Secondary Math Teachers Encountering STEM in a Methods Course: When Math is More Than “Just Math”

Education reforms in the United States and abroad have increased efforts to improve student interest capacity STEM (science, technology, engineering, mathematics). Despite these attempts, students still little opportunity engage learning K-12 education. This qualitative case study was designed investigate how incorporating into teacher education can promote teaching as well enhance math instruction. The took place fourth year of an undergraduate program spanning a secondary science Methods course teaching. Guided by framework sensemaking, individual interviews, artifacts, written reflections for four teachers were analyzed identify moments dissonance that pushed participants reach new understandings about math. Findings indicated teach through lens shifted pre-service teachers’ instructional emphasis two ways: 1) figuring out vs. math; 2) authentic contexts opposed focusing purely on mathematics. However, experiences either or stifle gains. suggest role promoting shifting prospective mindsets mathematics