Abstract:
STEM (Science, Technology, Engineering, and Mathematics) is a current buzzword in school education in many countries. Thispaper reflects on the meaning of STEM education and considers how the kind of learning and instruction implied in this thrust could play out in under-resourced Zimbabwean mathematics classroom environments. This qualitative case study, explores the implementation of STEM education in the mathematics classrooms. Three
(3) form three mathematics teachers teaching at two (2) community high schools were interviewed and observed teaching. Seventy (70) form three pupils completed an open-ended questionnaire. Narratives from the questionnaire and interview transcripts were analysed thematically. Results show that mathematics is not being taught as a practical subject. STEM has been introduced in schools but very little professional development on how to implement it has been done. STEM policies exist in schools but these policies seem not be fully adhered to, and may thus impact negatively on the quality of STEM programmes. Inquiry-based teaching strategies are not being utilised. Learners are not allowed to bring smart phones to school for learning purposes. After examining the main defining characteristics of STEM education, the paper proposes an instructional orientation that privileges inquiry and investigations and draws heavily from local everyday life phenomena, especially in less affluent community schooling environments. The phenomena may include indigenous knowledge resources and practices familiar to the learners while exploiting whatever limited but available ICT affordances.
