STEM and Early Algebra: Reflections from Primary School Teachers' Practices
Abstract
The purpose of this study is to determine the opinions of primary teachers about the implementation of STEM-based applications in early algebra teaching. In the research, the phenomenology design, which is one of the qualitative research method designs, was used. The study group of the research was determined by using the criterion sampling technique, which is one of the purposive sampling techniques. The study group consists of 5 primary teachers who have received STEM education and have implemented STEM-based applications in early algebra teaching. A semi-structured interview form was used to collect the data for the research. The qualitative data obtained at the end of the research were described with the content analysis method. In light of the findings, the majority of the teachers noted that STEM-based applications in early algebra teaching can be given from the first grade of primary school. The teachers, who indicated that STEM-based activities are applicable in early algebra teaching, stated that these applications will have advantages such as gaining a positive attitude towards the mathematics lesson, providing fun learning environments, facilitating learning, and embodying abstract subjects. In addition, teachers commented that they experienced difficulties such as a lack of materials, crowded classrooms, dense curriculum, and insufficient technological infrastructure. Teachers suggest that teachers and administrators who will carry out STEM-based practices in early algebra teaching should conduct research, take STEM education, and apply it in their classrooms.
Keywords
References
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