The paper presents mathematics teachers’ perception of STEM education competency as well as some solutions to enhance their competencies. The research has concentrated on investigating teachers’ perception of the meaning of STEM education, the understanding of STEM skills and competency, teaching STEM activities in math class. We also designed STEM activities and introduced a training course for developing teachers’ competency. The research results have shown that teachers’ perception of STEM education competency and some solutions for enhancing STEM teaching competency for math teachers. STEM competencies improve the personal scientific literacy of citizens, enhance international economic competitiveness and are an essential foundation for responsible citizenship, including the ethical custodianship of our planet. In this article, we address an element of this concern by examining the role of mathematics within STEM education and how it might be advanced through three interdisciplinary approaches: 21st century skills, mathematical modeling, and education for responsible citizenship.
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5 May 2023
THE 4TH INTERNATIONAL ANNUAL MEETING ON STEM EDUCATION (IAMSTEM 2021)
12–14 August 2021
Keelung, Taiwan
Research Article|
May 05 2023
Enhancing STEM teaching competency for mathematics teachers in Vietnam Available to Purchase
Nam Danh Nguyen;
Nam Danh Nguyen
a)
1
Thai Nguyen University
, Thai Nguyen city, 250000, Vietnam
a)Corresponding author: [email protected]
Search for other works by this author on:
Lam Thi Hanh Bui
Lam Thi Hanh Bui
2
Thai Nguyen University of Education
, Thai Nguyen city, 250000, Vietnam
Search for other works by this author on:
Nam Danh Nguyen
1,a)
Lam Thi Hanh Bui
2
1
Thai Nguyen University
, Thai Nguyen city, 250000, Vietnam
2
Thai Nguyen University of Education
, Thai Nguyen city, 250000, Vietnam
a)Corresponding author: [email protected]
AIP Conf. Proc. 2685, 050007 (2023)
Citation
Nam Danh Nguyen, Lam Thi Hanh Bui; Enhancing STEM teaching competency for mathematics teachers in Vietnam. AIP Conf. Proc. 5 May 2023; 2685 (1): 050007. https://doi.org/10.1063/5.0111691
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