Date of Conferral

2018

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Katherine H. Fondation

Abstract

The problem at a local science, technology, engineering, mathematics (STEM) charter high school in this study, was that non-STEM teachers lacked the self-efficacy and background knowledge to integrate mathematics into their content-specific instructional activities. The goal of this study was to explore non-STEM teachers' self-efficacy for integrating mathematics across the STEM charter high school's curriculum. The conceptual framework of self-efficacy informed the study. A case study research design was chosen to develop an in-depth understanding of the problem. . Twelve of the 16 local school's non-STEM teachers agreed to participate in the study. Personal interviews were conducted to access non-STEM teachers' perspectives about mathematics integration, the challenges they encounter with meeting this requirement, and the strategies and resources needed to assist them with integrating mathematics into their disciplines. Data analysis consisted of coding and thematic analysis which revealed patterns related to the need for increasing teachers' self-efficacy for integrating mathematics into their instruction. Findings indicated a need for a professional development training project that provided course-specific examples of integrating mathematics into other content areas and increased collaboration between non-STEM and STEM teachers to plan and implement interdisciplinary lessons that include mathematics applications. Positive social change might occur as teachers who feel comfortable with STEM content across the curricula will be better able to meet the needs of all students and students who graduate with STEM capability will be well prepared for college and career paths.

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