In Vietnam, STEM-based teaching approaches have been recommended for schools since 2018 with the integration of multiple courses in schools. Teachers’ perspectives on integrated STEM education, and how to design a STEM lesson that supports students’ learning are critical for ensuring that an integrated STEM curriculum is to be implemented successfully. This paper aims to describe a study examining STEM education practices in teaching Mathematics, in particular “Trigonometry ratio of an acute angle” in Vietnam. This study utilized mixed methods approaches with three phases: the first stage employed a quantitative phase to examine Vietnamese teachers’ perspectives on STEM education. The second phase was an experiment on teaching while applying STEM education to design and organize a mathematics lesson, and the third, final phase, was to employ a qualitative study to explore the Vietnamese students’ experiences of STEM education connected with real-world problem-solving and 21st-century skills development. A total of 47 teachers and 85 students participated in this study and data was collected from multiple research tools such as questionnaires and semi-structured interviews. Findings showed Vietnamese teachers’ perspectives on the necessity and importance of applying STEM education practices; however, they reported facing numerous challenges. A lesson designed as a STEM education application and the students’ feedback in relation to real-world problems. Learning outcomes connected with 21st-century skills in this study were expected to provide further knowledge for further discussions and practices to enhance teaching and learning STEM and mathematics education in Vietnam.
CITATION STYLE
Tuong, H. A., Nam, P. S., Hau, N. H., Tien, V. T. B., Lavicza, Z., & Hougton, T. (2023). UTILISING STEM-BASED PRACTICES TO ENHANCE MATHEMATICS TEACHING IN VIETNAM: DEVELOPING STUDENTS’ REAL-WORLD PROBLEM SOLVING AND 21ST CENTURY SKILLS. Journal of Technology and Science Education, 13(1), 73–91. https://doi.org/10.3926/jotse.1790
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